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Updated on: 08 Mar 2026, 13:52
Originally posted by Gladiator59 on 25 Dec 2018, 10:43.
Last edited by Bunuel on 08 Mar 2026, 13:52, edited 4 times in total.
Last edited by Bunuel on 08 Mar 2026, 13:52, edited 4 times in total.
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Question 1
A
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
15%
(low)
Question Stats:
77% (03:19) correct
23%
(03:19) wrong
based on 981
sessions
History
Date
Time
Result
Not Attempted Yet
Question 2
D
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
45%
(medium)
Question Stats:
65% (01:56) correct 35%
(02:03) wrong
based on 1308
sessions
History
Date
Time
Result
Not Attempted Yet
Question 3
E
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
65%
(hard)
Question Stats:
48% (01:26) correct 52%
(01:26) wrong
based on 1306
sessions
History
Date
Time
Result
Not Attempted Yet
Question 4
D
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
35%
(medium)
Question Stats:
59% (00:59) correct 41%
(01:09) wrong
based on 1282
sessions
History
Date
Time
Result
Not Attempted Yet
Question 5
E
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
65%
(hard)
Question Stats:
46% (01:16) correct 54%
(01:24) wrong
based on 1252
sessions
History
Date
Time
Result
Not Attempted Yet
Question 6
E
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
45%
(medium)
Question Stats:
56% (01:11) correct 44%
(01:22) wrong
based on 1217
sessions
History
Date
Time
Result
Not Attempted Yet
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. Requiring students to immerse themselves completely in medical coursework risks disconnecting them from the personal and ethical aspects of doctoring, and such strictly scientific thinking is insufficient for grappling with modern ethical dilemmas. For these reasons, aspiring physicians need to develop new ways of thinking about and interacting with patients. Training in ethics that takes narrative literature as its primary subject is one method of accomplishing this.
Although training in ethics is currently provided by medical schools, this training relies heavily on an abstract, philosophical view of ethics. Although the conceptual clarity provided by a traditional ethics course can be valuable, theorizing about ethics contributes little to the understanding of everyday human experience or to preparing medical students for the multifarious ethical dilemmas they will face as physicians. A true foundation in ethics must be predicated on an understanding of human behavior that reflects a wide array of relationships and readily adapts to various perspectives, for this is what is required to develop empathy. Ethics courses drawing on narrative literature can better help students prepare for ethical dilemmas precisely because such literature attaches its readers so forcefully to the concrete and varied would of human events.
The act of reading narrative literature is uniquely suited to the development of what might be called flexible ethical thinking. To grasp the development of character, to tangle with heightening moral crises, and to engage oneself with the story not as one’s own but nevertheless as something recognizable and worthy of attention, readers must use their moral imagination. Giving oneself over to the ethical conflicts in a story requires the abandonment of strictly absolute, inviolate sets of moral principles. Reading literature also demands that the reader adopt another person’s point of view—that of the narrator or a character in a story—and thus requires the ability to depart from one’s personal ethical stance and examine moral issues from new perspectives.
It does not follow that readers, including medical professionals, must relinquish all moral principles, as is the case with situational ethics, in which decisions about ethical choices are made on the basis of intuition and are entirely relative to the circumstances in which they arise. Such an extremely relativistic stance would have as little benefit for the patient or physician as would a dogmatically absolutist one. Fortunately, the incorporation of narrative literature into the study of ethics, while serving as a corrective to the latter stance, need not lead to the former. But it can give us something that is lacking in the traditional philosophical study of ethics—namely, a deeper understanding of human nature that can serve as a foundation for ethical reasoning and allow greater flexibility in the application of moral principles.
Although training in ethics is currently provided by medical schools, this training relies heavily on an abstract, philosophical view of ethics. Although the conceptual clarity provided by a traditional ethics course can be valuable, theorizing about ethics contributes little to the understanding of everyday human experience or to preparing medical students for the multifarious ethical dilemmas they will face as physicians. A true foundation in ethics must be predicated on an understanding of human behavior that reflects a wide array of relationships and readily adapts to various perspectives, for this is what is required to develop empathy. Ethics courses drawing on narrative literature can better help students prepare for ethical dilemmas precisely because such literature attaches its readers so forcefully to the concrete and varied would of human events.
The act of reading narrative literature is uniquely suited to the development of what might be called flexible ethical thinking. To grasp the development of character, to tangle with heightening moral crises, and to engage oneself with the story not as one’s own but nevertheless as something recognizable and worthy of attention, readers must use their moral imagination. Giving oneself over to the ethical conflicts in a story requires the abandonment of strictly absolute, inviolate sets of moral principles. Reading literature also demands that the reader adopt another person’s point of view—that of the narrator or a character in a story—and thus requires the ability to depart from one’s personal ethical stance and examine moral issues from new perspectives.
It does not follow that readers, including medical professionals, must relinquish all moral principles, as is the case with situational ethics, in which decisions about ethical choices are made on the basis of intuition and are entirely relative to the circumstances in which they arise. Such an extremely relativistic stance would have as little benefit for the patient or physician as would a dogmatically absolutist one. Fortunately, the incorporation of narrative literature into the study of ethics, while serving as a corrective to the latter stance, need not lead to the former. But it can give us something that is lacking in the traditional philosophical study of ethics—namely, a deeper understanding of human nature that can serve as a foundation for ethical reasoning and allow greater flexibility in the application of moral principles.
1. Which one of the following most accurately states the main point of the passage?
(A) Training in ethics that incorporates narrative literature would better cultivate flexible ethical thinking and increase medical students’ capacity for empathetic patient care as compared with the traditional approach of medical schools to such training.
(B) Traditional abstract ethical training, because it is too heavily focused on theoretical reasoning, tends to decrease or impair that medical student’s sensitivity to modern ethical dilemmas.
(C) Only a properly designed curriculum that balances situational, abstract, and narrative approaches to ethics will adequately prepare the medical student for complex ethical confrontations involving actual patients.
(D) Narrative-based instruction in ethics is becoming increasingly popular in medical schools because it requires students to develop a capacity for empathy by examining complex moral issues from a variety of perspectives.
(E) The study of narrative literature in medical schools would nurture moral intuition, enabling the future doctor to make ethical decisions without appeal to general principles.
(A) Training in ethics that incorporates narrative literature would better cultivate flexible ethical thinking and increase medical students’ capacity for empathetic patient care as compared with the traditional approach of medical schools to such training.
(B) Traditional abstract ethical training, because it is too heavily focused on theoretical reasoning, tends to decrease or impair that medical student’s sensitivity to modern ethical dilemmas.
(C) Only a properly designed curriculum that balances situational, abstract, and narrative approaches to ethics will adequately prepare the medical student for complex ethical confrontations involving actual patients.
(D) Narrative-based instruction in ethics is becoming increasingly popular in medical schools because it requires students to develop a capacity for empathy by examining complex moral issues from a variety of perspectives.
(E) The study of narrative literature in medical schools would nurture moral intuition, enabling the future doctor to make ethical decisions without appeal to general principles.
2. Which one of the following most accurately represents the author’s use of the term “moral imagination “in line 38?
(A) a sense of curiosity, aroused by reading, that leads one to follow actively the development of problems involving the characters depicted in narratives.
(B) A faculty of seeking out and recognizing the ethical controversies involved in human relationships and identifying oneself with one side or another in such controversies
(C) A capacity to understand the complexities of various ethical dilemmas and to fashion creative and innovative solutions to them
(D) An ability to understand personal aspects of ethically significant situations even if one is not a direct participant and to empathize with those involved in them.
(E) An ability to act upon ethical principles different from one’s own for the sake of variety.
(A) a sense of curiosity, aroused by reading, that leads one to follow actively the development of problems involving the characters depicted in narratives.
(B) A faculty of seeking out and recognizing the ethical controversies involved in human relationships and identifying oneself with one side or another in such controversies
(C) A capacity to understand the complexities of various ethical dilemmas and to fashion creative and innovative solutions to them
(D) An ability to understand personal aspects of ethically significant situations even if one is not a direct participant and to empathize with those involved in them.
(E) An ability to act upon ethical principles different from one’s own for the sake of variety.
3. It can be inferred from the passage that the author would most likely agree with which one of the following statements?
(A) The heavy load of technical coursework in today’s medical schools often keeps them from giving adequate emphasis to courses in medical ethics.
(B) Students learn more about ethics through the use of fiction than through the use of non-fictional readings.
(C) The traditional method of ethical training in medical schools should be supplemented or replaced by more direct practical experience with real-life patients in ethically difficult situations.
(D) The failing of an abstract, philosophical training in ethics can be remedied only by replacing it with a purely narrative-based approach.
(E) Neither scientific training nor traditional philosophical ethics adequately prepares doctors to deal with the emotional dimension of patients’ needs.
(A) The heavy load of technical coursework in today’s medical schools often keeps them from giving adequate emphasis to courses in medical ethics.
(B) Students learn more about ethics through the use of fiction than through the use of non-fictional readings.
(C) The traditional method of ethical training in medical schools should be supplemented or replaced by more direct practical experience with real-life patients in ethically difficult situations.
(D) The failing of an abstract, philosophical training in ethics can be remedied only by replacing it with a purely narrative-based approach.
(E) Neither scientific training nor traditional philosophical ethics adequately prepares doctors to deal with the emotional dimension of patients’ needs.
4. Which one of the following is most likely the author’s overall purpose in the passage?
(A) To advise medical schools on how to implement a narrative-based approach to ethics in their curricula.
(B) To argue that the current methods of ethics education are counterproductive to the formation of empathetic doctor-patient relationships.
(C) To argue that the ethical content of narrative literature foreshadows the pitfalls of situational ethics.
(D) To propose an approach to ethical training in medical school that will preserve the human dimension of medicine.
(E) To demonstrate the value of a well-designed ethics education for medical students.
(A) To advise medical schools on how to implement a narrative-based approach to ethics in their curricula.
(B) To argue that the current methods of ethics education are counterproductive to the formation of empathetic doctor-patient relationships.
(C) To argue that the ethical content of narrative literature foreshadows the pitfalls of situational ethics.
(D) To propose an approach to ethical training in medical school that will preserve the human dimension of medicine.
(E) To demonstrate the value of a well-designed ethics education for medical students.
5. The passage ascribes each of the following characteristics to the use of narrative literature in ethical education EXCEPT:
(A) It tends to avoid the extreme relativism of situational ethics.
(B) It connects students to varied types of human events.
(C) It can help lead medical students to develop new ways of dealing with patients.
(D) It requires students to examine moral issues from new perspectives.
(E) It can help insulate future doctors from the shock of the ethical dilemmas they will confront.
(A) It tends to avoid the extreme relativism of situational ethics.
(B) It connects students to varied types of human events.
(C) It can help lead medical students to develop new ways of dealing with patients.
(D) It requires students to examine moral issues from new perspectives.
(E) It can help insulate future doctors from the shock of the ethical dilemmas they will confront.
6. The author’s attitude regarding the traditional method of teaching ethics in medical school can most accurately be described as
(A) unqualified disapproval of the method and disapproval of all of its effects
(B) reserved judgment regarding the method and disapproval of all of its effects
(C) partial disapproval of the method and clinical indifference toward its effects
(D) partial approval of the method and disapproval of all of its effects
(E) partial disapproval of the method and approval of some of its effects
(A) unqualified disapproval of the method and disapproval of all of its effects
(B) reserved judgment regarding the method and disapproval of all of its effects
(C) partial disapproval of the method and clinical indifference toward its effects
(D) partial approval of the method and disapproval of all of its effects
(E) partial disapproval of the method and approval of some of its effects
auradediligodo
Posts: 358
Updated on: 08 Mar 2026, 13:57
Originally posted by auradediligodo on 15 Apr 2020, 00:52.
Last edited by Bunuel on 08 Mar 2026, 13:57, edited 2 times in total.
Last edited by Bunuel on 08 Mar 2026, 13:57, edited 2 times in total.
Kudos
Bookmarks
Hi everyone,
Very lengthy passage even for LSAT's standards.
Got 4/6 correct in 14 minutes, including 5:15 minutes to read and 8:45 minutes to answer the questions.
------------------------------
P1
In the first paragraph the author presents a problem that medical students are facing now: lack of empathy. Because of such lack they cannot deal with current ethical dilemmas. Lastly the author suggests a solution to this problem: training students in ethics through the usage of narrative literature.
Purpose: To present a problem and suggest a solution.
P2
Here the author admits that there are training in ethics in some school but she condemns the abstract way in which they are conducted. Then the author proceeds by proposing training in ethics based on narrative literature so that physicians get a more concrete preparation and develop empathy.
Purpose: To condemn current trainings in ethic and to suggest a more concrete approach to the subject
P3
In paragraph 3 the author resents one of the benefits of the usage of narrative literature in training ethics: flexible ethical thinking. As a matter of fact reading narrative literature helps to put yourself in other people shoes and hence to be more empathetic with the person in front of you.
Purpose: To present one of the benefits of using narrative literature in training ethics: flexible ethical thinking
P4
In the last paragraph the author refutes one of the possible consequences that could be related with the approach previously described, that is developing a too extreme relativistic morality. The author in fact claims that such development would be of no value for physicians and patients. Lastly the author clams that reading narrative literature can give a better understanding of human nature and a flexible morality.
Purpose: To refute a possible consequence of reading narrative literature and to present the benefits of such practice
Main point
To present a new approach to training ethics, detailing the benefits of such approach.
------------------------------
1. Which one of the following most accurately states the main point of the passage?
Pre-thinking
Main point question
To present a new approach to training ethics, detailing the benefits of such approach.
(A) Training in ethics that incorporates narrative literature would better cultivate flexible ethical thinking and increase medical students’ capacity for empathetic patient care as compared with the traditional approach of medical schools to such training.
Correct, the author throughout the passage stress the differences with the current methodologies
(B) Traditional abstract ethical training, because it is too heavily focused on theoretical reasoning, tends to decrease or impair that medical student’s sensitivity to modern ethical dilemmas.
Too narrow
(C) Only a properly designed curriculum that balances situational, abstract, and narrative approaches to ethics will adequately prepare the medical student for complex ethical confrontations involving actual patients.
Only makes this choice too extreme. Plus abstract training is never considered as fundamental
(D) Narrative-based instruction in ethics is becoming increasingly popular in medical schools because it requires students to develop a capacity for empathy by examining complex moral issues from a variety of perspectives.
Incorrect information
(E) The study of narrative literature in medical schools would nurture moral intuition, enabling the future doctor to make ethical decisions without appeal to general principles.
The second part of this option is completely inconsistent
------------------------------
2. Which one of the following most accurately represents the author’s use of the term “moral imagination “in line 38?
Pre-thinking
inference question
Gladiator59 I believe that without having the lines or/and the term highlighted lots of time is lost here. It'd be great to have the term highlighted here.
Giving oneself over to the ethical conflicts in a story requires the abandonment of strictly absolute, inviolate sets of moral principles. Reading literature also demands that the reader adopt another person’s point of view—that of the narrator or a character in a story—and thus requires the ability to depart from one’s personal ethical stance and examine moral issues from new perspectives.
(A)a sense of curiosity, aroused by reading, that leads one to follow actively the development of problems involving the characters depicted in narratives.
(B) A faculty ofseeking out and recognizing the ethical controversies involved in human relationships and identifying oneself with one side or another in such controversies
(C) A capacity to understand the complexities of various ethical dilemmas and to fashion creative and innovative solutions to them
(D) An ability to understand personal aspects of ethically significant situations even if one is not a direct participant and to empathize with those involved in them.
(E) An ability to act upon ethical principles different from one’s own for the sake of variety.
------------------------------
3. It can be inferred from the passage that the author would most likely agree with which one of the following statements?
Pre-thinking
Inference question
We need to evaluate the options here
(A) The heavy load of technical coursework in today’s medical schools often keeps them from giving adequate emphasis to courses in medical ethics.
Incorrect because the heavy load detach students from reality
(B) Students learn more about ethics through the use of fiction than through the use of non-fictional readings.
Fiction is wrong here. Plus the author makes a comparison only with abstract and narrative while this statement is too general
(C) The traditional method of ethical training in medical schools should be supplemented or replaced by more direct practical experience with real-life patients in ethically difficult situations.
out of scope
(D) The failing of an abstract, philosophical training in ethics can be remedied only by replacing it with a purely narrative-based approach.
only makes this option too extreme
(E) Neither scientific training nor traditional philosophical ethics adequately prepares doctors to deal with the emotional dimension of patients’ needs.
Correct. The heavy load is not good for them and an abstract approach to ethics is also not good
------------------------------
4. Which one of the following is most likely the author’s overall purpose in the passage?
Pre-thinking
Min point question
To present a new approach to training ethics, detailing the benefits of such approach.
(A) To advise medical schools on how to implement a narrative-based approach to ethics in their curricula.
The author does not directly address students
(B) To argue that the current methods of ethics education are counterproductive to the formation of empathetic doctor-patient relationships.
This is not the main point. The main point is to present a new approach
(C) To argue that the ethical content of narrative literature foreshadows the pitfalls of situational ethics.
out of scope and incorrect
(D) To propose an approach to ethical training in medical school that will preserve the human dimension of medicine.
Correct and broad enough
(E) To demonstrate the value of a well-designed ethics education for medical students.
The author does not want to demonstrate something. She wants to present a new approach which she believes correct
------------------------------
5. The passage ascribes each of the following characteristics to the use of narrative literature in ethical education EXCEPT:
Pre-thinking
Detail question
Let's evaluate the options
(A) It tends to avoid the extreme relativism of situational ethics.
Mentioned in the last paragraph
(B) It connects students to varied types of human events.
To grasp the development of character, to tangle with heightening moral crises, and to engage oneself with the story not as one’s own but nevertheless as something recognizable and worthy of attention, readers must use their moral imagination.
(C) It can help lead medical students to develop new ways of dealing with patients.
mentioned. They can develop empathy and hence new ways of dealing with patients
(D) It requires students to examine moral issues from new perspectives.
Reading literature also demands that the reader adopt another person’s point of view—that of the narrator or a character in a story—and thus requires the ability to depart from one’s personal ethical stance and examine moral issues from new perspectives.
(E) It can help insulate future doctors from the shock of the ethical dilemmas they will confront.
Never mentioned
------------------------------
6. The author’s attitude regarding the traditional method of teaching ethics in medical school can most accurately be described as
Pre-thinking
Author's attitude question
The author is contrary to such methodology
(A) unqualified disapproval of the method and disapproval of all of its effects
The disapproval is motivated. out
(B) reserved judgment regarding the method and disapproval of all of its effects
the author is not reserved
(C) partial disapproval of the method and clinical indifference toward its effects
clinical indifference is wrong
(D) partial approval of the method and disapproval of all of its effects
All its effects is too extreme. Although the conceptual clarity provided by a traditional ethics course can be valuable,
(E) partial disapproval of the method and approval of some of its effects
Correct
------------------------------
It's a great day to be alive!
Very lengthy passage even for LSAT's standards.
Got 4/6 correct in 14 minutes, including 5:15 minutes to read and 8:45 minutes to answer the questions.
------------------------------
P1
In the first paragraph the author presents a problem that medical students are facing now: lack of empathy. Because of such lack they cannot deal with current ethical dilemmas. Lastly the author suggests a solution to this problem: training students in ethics through the usage of narrative literature.
Purpose: To present a problem and suggest a solution.
P2
Here the author admits that there are training in ethics in some school but she condemns the abstract way in which they are conducted. Then the author proceeds by proposing training in ethics based on narrative literature so that physicians get a more concrete preparation and develop empathy.
Purpose: To condemn current trainings in ethic and to suggest a more concrete approach to the subject
P3
In paragraph 3 the author resents one of the benefits of the usage of narrative literature in training ethics: flexible ethical thinking. As a matter of fact reading narrative literature helps to put yourself in other people shoes and hence to be more empathetic with the person in front of you.
Purpose: To present one of the benefits of using narrative literature in training ethics: flexible ethical thinking
P4
In the last paragraph the author refutes one of the possible consequences that could be related with the approach previously described, that is developing a too extreme relativistic morality. The author in fact claims that such development would be of no value for physicians and patients. Lastly the author clams that reading narrative literature can give a better understanding of human nature and a flexible morality.
Purpose: To refute a possible consequence of reading narrative literature and to present the benefits of such practice
Main point
To present a new approach to training ethics, detailing the benefits of such approach.
------------------------------
1. Which one of the following most accurately states the main point of the passage?
Pre-thinking
Main point question
To present a new approach to training ethics, detailing the benefits of such approach.
(A) Training in ethics that incorporates narrative literature would better cultivate flexible ethical thinking and increase medical students’ capacity for empathetic patient care as compared with the traditional approach of medical schools to such training.
Correct, the author throughout the passage stress the differences with the current methodologies
(B) Traditional abstract ethical training, because it is too heavily focused on theoretical reasoning, tends to decrease or impair that medical student’s sensitivity to modern ethical dilemmas.
Too narrow
(C) Only a properly designed curriculum that balances situational, abstract, and narrative approaches to ethics will adequately prepare the medical student for complex ethical confrontations involving actual patients.
Only makes this choice too extreme. Plus abstract training is never considered as fundamental
(D) Narrative-based instruction in ethics is becoming increasingly popular in medical schools because it requires students to develop a capacity for empathy by examining complex moral issues from a variety of perspectives.
Incorrect information
(E) The study of narrative literature in medical schools would nurture moral intuition, enabling the future doctor to make ethical decisions without appeal to general principles.
The second part of this option is completely inconsistent
------------------------------
2. Which one of the following most accurately represents the author’s use of the term “moral imagination “in line 38?
Pre-thinking
inference question
Gladiator59 I believe that without having the lines or/and the term highlighted lots of time is lost here. It'd be great to have the term highlighted here.
Giving oneself over to the ethical conflicts in a story requires the abandonment of strictly absolute, inviolate sets of moral principles. Reading literature also demands that the reader adopt another person’s point of view—that of the narrator or a character in a story—and thus requires the ability to depart from one’s personal ethical stance and examine moral issues from new perspectives.
(A)
(B) A faculty of
(C) A capacity to understand the complexities of various ethical dilemmas and
(D) An ability to understand personal aspects of ethically significant situations even if one is not a direct participant and to empathize with those involved in them.
(E)
------------------------------
3. It can be inferred from the passage that the author would most likely agree with which one of the following statements?
Pre-thinking
Inference question
We need to evaluate the options here
(A) The heavy load of technical coursework in today’s medical schools often keeps them from giving adequate emphasis to courses in medical ethics.
Incorrect because the heavy load detach students from reality
(B) Students learn more about ethics through the use of fiction than through the use of non-fictional readings.
Fiction is wrong here. Plus the author makes a comparison only with abstract and narrative while this statement is too general
(C) The traditional method of ethical training in medical schools should be supplemented or replaced by more direct practical experience with real-life patients in ethically difficult situations.
out of scope
(D) The failing of an abstract, philosophical training in ethics can be remedied only by replacing it with a purely narrative-based approach.
only makes this option too extreme
(E) Neither scientific training nor traditional philosophical ethics adequately prepares doctors to deal with the emotional dimension of patients’ needs.
Correct. The heavy load is not good for them and an abstract approach to ethics is also not good
------------------------------
4. Which one of the following is most likely the author’s overall purpose in the passage?
Pre-thinking
Min point question
To present a new approach to training ethics, detailing the benefits of such approach.
(A) To advise medical schools on how to implement a narrative-based approach to ethics in their curricula.
The author does not directly address students
(B) To argue that the current methods of ethics education are counterproductive to the formation of empathetic doctor-patient relationships.
This is not the main point. The main point is to present a new approach
(C) To argue that the ethical content of narrative literature foreshadows the pitfalls of situational ethics.
out of scope and incorrect
(D) To propose an approach to ethical training in medical school that will preserve the human dimension of medicine.
Correct and broad enough
(E) To demonstrate the value of a well-designed ethics education for medical students.
The author does not want to demonstrate something. She wants to present a new approach which she believes correct
------------------------------
5. The passage ascribes each of the following characteristics to the use of narrative literature in ethical education EXCEPT:
Pre-thinking
Detail question
Let's evaluate the options
(A) It tends to avoid the extreme relativism of situational ethics.
Mentioned in the last paragraph
(B) It connects students to varied types of human events.
To grasp the development of character, to tangle with heightening moral crises, and to engage oneself with the story not as one’s own but nevertheless as something recognizable and worthy of attention, readers must use their moral imagination.
(C) It can help lead medical students to develop new ways of dealing with patients.
mentioned. They can develop empathy and hence new ways of dealing with patients
(D) It requires students to examine moral issues from new perspectives.
Reading literature also demands that the reader adopt another person’s point of view—that of the narrator or a character in a story—and thus requires the ability to depart from one’s personal ethical stance and examine moral issues from new perspectives.
(E) It can help insulate future doctors from the shock of the ethical dilemmas they will confront.
Never mentioned
------------------------------
6. The author’s attitude regarding the traditional method of teaching ethics in medical school can most accurately be described as
Pre-thinking
Author's attitude question
The author is contrary to such methodology
(A) unqualified disapproval of the method and disapproval of all of its effects
The disapproval is motivated. out
(B) reserved judgment regarding the method and disapproval of all of its effects
the author is not reserved
(C) partial disapproval of the method and clinical indifference toward its effects
clinical indifference is wrong
(D) partial approval of the method and disapproval of all of its effects
All its effects is too extreme. Although the conceptual clarity provided by a traditional ethics course can be valuable,
(E) partial disapproval of the method and approval of some of its effects
Correct
------------------------------
It's a great day to be alive!
Harsh2111s
16 Jun 2020, 07:46
Kudos
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Quote:
VeritasKarishma GMATNinja
In option D - What does human dimension of medicine referring to ?
Author purpose is to propose an approach to ethical training but how can we know it will preserve human dimension of medicine.
Please explain.
!!!" It's ultimately up to us to identify why the author wrote each paragraph, then recognize how those paragraphs fit together into a coherent overall purpose.
