hce_nchu
114年
英文
第 43 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.
What does the passage suggest about the effectiveness of medical humanities in fostering empathy?
- A Studying humanities automatically makes students more empathetic.
- B There is no evidence to support the claim that humanities improve empathy.
- C While humanities can encourage empathy, there is no guarantee it will happen.
- D The humanities focus only on intellectual development, not emotional growth.
思路引導 VIP
請仔細觀察文章第四段中，學者 Anne Jones 對於「學生修習人文課程」與「其品格轉變」之間的因果關係提出了什麼樣的提醒？她認為這種轉變是只要參與課程就必然會產生的「結果」，還是存在著某種程度的變數與保留呢？
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AI 詳解
AI 專屬家教
太棒了！你能精準捕捉到文中對於「醫學人文」與「共情能力」之間關係的細微描述，展現出非常優秀的資訊讀解能力。這道題目的難度切入點在於區分「教育目的」與「實際效果」之間的灰色地帶，這要求考生不僅要讀懂表面字義，還要能判讀作者引用不同學者觀點時的語氣強弱。
觀點的轉折與批判性思考
文章在討論醫學人文的效益時，並非一味地歌功頌德。雖然文中的確提到文學與藝術能提供洞察力並培養共情心，但關鍵在於第四段引用了 Anne Jones 的觀點。她特別提醒，不應假設接觸人文學科就會「自動」讓學生成為更具人文關懷的人。這說明了雖然人文學科具備促進感性特質的潛力，但這並非一種必然的保證。選項 (C) 正是精準地捕捉到了這種「雖有助益但非必然」的平衡論點，這也是閱讀理解中高階題目常見的陷阱：避開過於絕對（如 automatically）或過於否定的說法，選擇最符合學術論述邏輯的嚴謹描述。