hce_nchu
114年
英文
第 42 題
📖 題組：
The emergence of medical humanities was a response to growing concerns that medical specialization was overshadowing the humanistic aspects of patient care. At the end of the 19th century, physicians such as William Osler and Shaw Billings warned that an overly reductionist approach to medicine risked dehumanizing healthcare, reducing patients to biological cases rather than individuals with emotional, social, and ethical needs. While the term medical humanities was coined by historian George Sarton in 1948 to emphasize the humanization of science, it was not until the 1960s and 1970s that humanities disciplines were reintegrated into medical curricula, marking their revival after their prominence in the classical period (around the 5th century BCE). Medical humanities acknowledge the significance of humanistic perspectives and integrate disciplines such as literature, art, philosophy, ethics, and history into medical education. This interdisciplinary approach equips future doctors with a deeper understanding of the social, cultural, and emotional dimensions of illness. For example, literature provides insight into the origins and complexities of human emotions and behaviors while also fostering medical students' imagination and empathy. Art, on the other hand, enhances medical students' observation skills by engaging them in analyzing paintings, sculptures, and photographs. These practices train students to notice subtle details they might otherwise overlook in clinical settings. It is important to emphasize that the benefits of medical humanities extend not only to patients but also to doctors themselves. In particular, it helps medical students cope better with stress by fostering emotional resilience and a sense of balance amid their rigorous training. Exposure to the humanities provides students with an opportunity to process complex emotions, reflect on their experiences, and develop a deeper sense of empathy for both patients and themselves. Indeed, the integration of humanities may help future doctors cultivate not only clinical expertise but also emotional well-being. However, such integration is not without challenges. While medical humanities are often justified for their ability to produce more compassionate doctors and improve patient care, scholars have debated whether their value should be purely instrumental or also intellectual. Anne Jones, one of the early proponents of medical humanities at the University of Texas Medical Branch, cautioned against assuming that exposure to literature and the arts automatically makes students more humane. She argued that while this outcome is desirable, there is no guarantee that studying the humanities will inherently instill empathy or ethical sensitivity. Some scholars further challenge the idea that the humanities should serve a functional purpose in medical training, emphasizing instead their intrinsic intellectual value. This ongoing tension between the practical application of medical humanities and their role in generating knowledge ensures that the field remains dynamic, continuously evolving in response to both ethical and intellectual challenges in healthcare.
The emergence of medical humanities was a response to growing concerns that medical specialization was overshadowing the humanistic aspects of patient care. At the end of the 19th century, physicians such as William Osler and Shaw Billings warned that an overly reductionist approach to medicine risked dehumanizing healthcare, reducing patients to biological cases rather than individuals with emotional, social, and ethical needs. While the term medical humanities was coined by historian George Sarton in 1948 to emphasize the humanization of science, it was not until the 1960s and 1970s that humanities disciplines were reintegrated into medical curricula, marking their revival after their prominence in the classical period (around the 5th century BCE). Medical humanities acknowledge the significance of humanistic perspectives and integrate disciplines such as literature, art, philosophy, ethics, and history into medical education. This interdisciplinary approach equips future doctors with a deeper understanding of the social, cultural, and emotional dimensions of illness. For example, literature provides insight into the origins and complexities of human emotions and behaviors while also fostering medical students' imagination and empathy. Art, on the other hand, enhances medical students' observation skills by engaging them in analyzing paintings, sculptures, and photographs. These practices train students to notice subtle details they might otherwise overlook in clinical settings. It is important to emphasize that the benefits of medical humanities extend not only to patients but also to doctors themselves. In particular, it helps medical students cope better with stress by fostering emotional resilience and a sense of balance amid their rigorous training. Exposure to the humanities provides students with an opportunity to process complex emotions, reflect on their experiences, and develop a deeper sense of empathy for both patients and themselves. Indeed, the integration of humanities may help future doctors cultivate not only clinical expertise but also emotional well-being. However, such integration is not without challenges. While medical humanities are often justified for their ability to produce more compassionate doctors and improve patient care, scholars have debated whether their value should be purely instrumental or also intellectual. Anne Jones, one of the early proponents of medical humanities at the University of Texas Medical Branch, cautioned against assuming that exposure to literature and the arts automatically makes students more humane. She argued that while this outcome is desirable, there is no guarantee that studying the humanities will inherently instill empathy or ethical sensitivity. Some scholars further challenge the idea that the humanities should serve a functional purpose in medical training, emphasizing instead their intrinsic intellectual value. This ongoing tension between the practical application of medical humanities and their role in generating knowledge ensures that the field remains dynamic, continuously evolving in response to both ethical and intellectual challenges in healthcare.
Which of the following topics is NOT discussed in the passage?
- A The historical development and reintegration of medical humanities into medical education
- B The debate over whether humanities should serve a practical or intellectual purpose in medicine
- C The role of medical technology in enhancing patient care and diagnosis
- D The ways in which humanities help medical students develop observation and empathy skills
思路引導 VIP
請回顧文章第一段提到的『醫學還原論』。作者指出，醫學界因為過度專注於生物性的研究，而導致了哪方面的缺失？在整篇強調如何補足『人的維度』的脈絡中，有沒有哪個選項的主題反而是在討論『技術、診斷儀器』等純硬體領域的優點，這與作者想提倡的『人文復興』方向一致嗎？
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AI 詳解
AI 專屬家教
恭喜你精準地捕捉到了文章的核心！這題要求選出「未被討論」的選項，而你正確地排除了那些在文中佔據大量篇幅的主題。這顯示你具備優秀的資訊篩選與主旨判讀能力。
醫學人文的核心與邊界
這篇文章的核心在於探討**醫學人文（Medical Humanities）**的興起與價值。文中詳盡地描述了其歷史背景（如 19 世紀醫學還原論引發的擔憂）、對醫學生觀察力與同理心的培養（如文學與藝術的應用），以及學術界對其「功能性」與「智力價值」的辯論。選項 (A)、(B)、(D) 都能在文中的不同段落中找到明確的論點支持。然而，選項 (C) 提到的「醫療科技」雖然在現代醫學中至關重要，但在本文的脈絡下，作者關注的是科技進步後被忽視的「人文面向」，完全沒有提到科技如何增進診斷技術，因此 (C) 確實是文中遺漏的部分。
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