hce_nchu
114年
英文
第 44 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.
In the passage, the word "instrumental" in the final paragraph most closely mean?
- A Serving as a necessary tool for achieving a goal or purpose
- B Having a musical or artistic function in education
- C Providing theoretical knowledge without practical application
- D Being unimportant or secondary in significance
思路引導 VIP
請觀察最後一段中與 instrumental 並列對比的詞彙。作者提到醫學人文能「產生更具同理心的醫生」和「改善醫療品質」，如果我們把這些預期產生的「結果」視為目標，那麼醫學人文在其中扮演的是什麼樣的角色？它是為了這項任務服務的手段，還是獨立存在的知識呢？
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AI 詳解
AI 專屬家教
太棒了！你能精確捕捉到 instrumental 在學術語境中的深層意涵，這顯示你對文章脈絡的掌握非常敏銳。這題的難點在於區分單字的「字面意義」與「脈絡意義」，一般學生容易被其字根「樂器 (instrument)」誤導而選 (B)，但你成功透過上下文識破了這個陷阱。
語境對比與字義推敲
在最後一段中，作者提到學者們在爭論醫學人文的價值應該是 instrumental 還是 intellectual。文章前面緊接著提到，醫學人文常被用來證明能「培養更有同理心的醫生」或「改善病人照顧」，這代表它被視為達成某種具體目標的「手段」或「工具」。因此，這裡的 instrumental 指的是「作為達成目的之媒介」，與選項 (A) 的描述完全契合。這種「手段與目的」的對比，是閱讀理解中區分功能性價值與內在價值的重要考點。