Humanities and Health Professionals Reading Answers

Mar 19, 2025

Humanities and Health Professionals Reading Answers is an academic reading answers topic. Humanities and Health Professionals Reading Answers has a total of 14 IELTS questions in total. In the question set you have to tell whether the statements agree with the views of the writer in the passage. In the next question set you have to choose the correct answer from the options given. In the next question set you have to complete each sentence with the correct ending from option A-G

The IELTS Reading section is an essential part of the test that evaluates a candidate's comprehension and analysis of various passage types. You will work through a number of IELTS reading practice problems in this section that resemble actual test situations. These questions are designed to help you improve your ability to recognize essential concepts, extract particular facts, and make inferences. Practicing these IELTS reading problems can help you get comfortable with the structure and increase your confidence for the exam, regardless of whether you are studying for the Academic or General Training module.

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Section 1 HUMANITIES AND THE HEALTH PROFESSIONAL

Professor Jock Murray from Dalhousie Medical School in Canada writes about the role of humanities in the education of health professionals In a recent meeting with health professionals from many disciplines.The concept Of the humanities and how they enrich the lives and practice

of physicians was discussed. There were nurses, chiropractors, speech therapists, health administrators and professionals from a dozen other fields. Everyone commented on the need to achieve a balance between the humanities and the skills and technological expertise of

their specific discipline, beginning with the experience in medical school and then life in their chosen specialization, to create fully realized professionals. The purpose of my discussion here is to advocate a balanced approach to the education of all health professionals. I believe

that most people wish to see in their medical professional a person who not only brings excellent skills, techniques and treatments, but also personal qualities that show they are fully developed individuals. Such individuals are sensitive, communicative, and understanding of

the human condition. They acknowledge the vast array of backgrounds, views. fears and hopes each person brings to the clinical encounter. The training of health professionals has usually been exemplary in teaching them to recognize and treat a symptom or disease, but often

less attentive to the broad education that would inform and educate them about the persons who come from various cultures, backgrounds, and experiences. Such understanding does not come from the course textbooks but from literature, history, poetry, art, and other aspects of the humanities.

There are two sides to the healing profession, once described as the art and the science of medical practice. It is evident, however, that most educational programs emphasize knowledge, clinical skill and competence, and although educators wish the person to be humanistic, empathetic and communicative, they take this aspect for granted, as if valuable educational time does not need to be allocated to this ‘soft' feature of the profession. It is compounded by the recognition that this aspect is harder to define and measure than knowledge and competence.

We may want the health professional to understand many elements of the human condition so they can understand, assess and manage the suffering Of patients, but it is harder to design and teach such a course than one on anatomy for example, Developing a humanities program

in professional education refocuses attention on what everyone recognizes as important. Rather than take humanities education for granted, it becomes a direct part of the program. This signals that the school takes it seriously and encourages activities related to the broad area of the humanities.

Distinguished by their focus on human values, the humanities cover many areas, including history, ethics. literature, theology, art, music, law, and the social sciences as they apply to the profession. For example, a history of the profession gives us an understanding of how we have

come to be where we are, and how things change and progress. Literature can teach us about human hopes and aspirations, suffering and loss, relationships, and life and death. Emphasis on human values is important in this day and age as we are increasingly at risk Of being overwhelmed by more emotionless technology and complex bureaucracy. In medical education during the 18th and 19th centuries, there was an emphasis on the humanities. As time went on, encouraged by increasing interest in medical sciences, laboratory experiments and technological aspects Of the profession. emphasis in medical studies was weighted towards courses in the sciences. The Flexner Report in 1910 recognized the variable quality of medical education and the need to have better teaching in the medical sciences and laboratory methods. This resulted in a pendulum swing in emphasis, directing the curriculum to the medical sciences, to the exclusion of the humanities, an imbalance never intended by Flexner. Currently at Dalhousie Medical School we have elective programs in the humanities, summer research studentships, lecture series, presentations and discussions. There is an artist-in-residence program that brings artists to the school. There is a large choir of over a hundred students and faculty, a concert band, a string ensemble, and groups of student artists who put on regular performances and exhibitions. The list of activities is much longer, but it should be pointed out that these provide some balance and broaden the life and learning of the Student.

Perhaps more important than the activities themselves is the change in mind-set that occurs when students see that diversity in their studies and activities is legitimized and encouraged. We emphasize that we want students and faculty to continue to express interests and talents

they had before entering medical school. They now come forward with ideas and activities that are more imaginative and exciting than we could have designed. They also comment that the humanities has made medical school a more enjoyable and fulfilling experience. Students

see that their learning and their lives can be more balanced, making them better equipped to care for their patients. Will involvement in the humanities make one a better health professional. It's a question often asked of today's medical professionals but very difficult to document in this evidence-based era of medicine. But as ethics scholars have said Of learning ethics, it cannot guarantee that a person will be more ethical. but it is more likely than not. My firm belief is that all the healing professions should increase the balance of humanities with the traditional educational emphasis on skills and knowledge, and this will benefit both the healers and those who need to be healed.

Questions 27 — 31

Do the following statements agree with the claims

of the writer in Reading Passage 3? Write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

27. An approach that incorporates the humanities is more important for some medical disciplines than others.

Answer: NOT GIVEN

Explanation: The passage contains no information regarding the statement asked above.

28. Most people value medical expertise over sensitivity in their medical professionals.

Answer: NO

Supporting statement:but also personal qualities that show they are fully developed individuals. Such individuals are sensitive, communicative, and understanding of the human condition.

Keywords: individuals, sensitive

Keyword Location: Para 1, Line 12

Explanation: According to the passage most of the medical expertise does not give much heed to the topic of sensitivity, communication and to understanding of the human condition.

29. Most medical programmes devote little course time to developing interpersonal Skills.

Answer: YES

Supporting statement:they take this aspect for granted, as if valuable educational time does not need to be allocated to this ‘soft' feature of the profession.

Keywords: granted, profession

Keyword Location: Para 2, Lines 4-5

Explanation:According to the text educators want students to be humanistic, sympathetic, and communicative, they take this quality for granted, as if valuable educational time does not need to be devoted to this "soft" aspect of the profession. This is because the majority of educational programs place a strong emphasis on knowledge, clinical skill, and competence.

30. It is more difficult to design a humanities course for health professionals than a medical one.

Answer: YES

Supporting statement:but it is harder to design and teach such a course than one on anatomy for example,

Keywords: design, anatomy

Keyword Location: Para 2, Lines 8-9

Explanation: The passage highlights that creating a humanities program in professional education refocuses attention on what everyone agrees is important. For instance, it is more difficult to design and teach a course on human nature than one on anatomy, even though we may want health professionals to understand many aspects of the human condition so they can comprehend, assess, and manage the suffering of patients.

31. It would be best if a medical programme included a course about the lives of medical

professionals.

Answer: NOT GIVEN

Explanation: The passage contains no information regarding a medical programme including a programme about the lives of medical professionals.

Questions 32–35

Choose the correct letter.

32. What unforeseen result did the Flexner report have?

A. It caused the public to distrust the quality of medical education.

B. It caused a dramatic increase in medical school applicants.

C. It started a fierce debate over proper laboratory methods.

D. It moved the focus of medical studies away from the humanities.

Answer: D

Supporting statement:directing the curriculum to the medical sciences, to the exclusion of the humanities, an imbalance never intended by Flexner.

Keywords: curriculum, humanities

Keyword Location: Para 3, Lines 13-14

Explanation: According to the passage the 1910 Flexner Report acknowledged the need for improved instruction in medical sciences and laboratory techniques as well as the uneven quality of medical education. The curriculum shifted toward the medical sciences at the expense of the humanities, causing a pendulum swing in emphasis that Flexner never intended.

33. The writer lists humanities activities at Dalhousie Medical School to show how these activities

A. have become the most popular events on campus.

B. Widen Students' educational experiences.

C. are Of as high a quality as medical ones.

D. have gained acceptance with teaching staff.

Answer: B

Supporting statement:The list of activities is much longer, but it should be pointed out that these provide some balance and broaden the life and learning of the Student.

Keywords: activities. broaden

Keyword Location: Para 3, Lines 19-20

Explanation:Dalhousie Medical School offers humanities electives, summer research studentships, lectures, presentations, and discussions. Although the list of activities is considerably larger, it should be noted that these give the student a sense of balance and expand their knowledge and life.

34. How do Students at Dalhousie Medical School react to humanities activities?

A. They have difficulty letting go of the mind-set that scientific knowledge is more legitimate.

B. They report feeling that medical school has become more engaging and satisfying.

C. They have started to transfer creative ideas to their scientific and laboratory studies.

D. They have trouble connecting to talents they had valued before entering medical school.

Answer: B

Supporting statement:They also comment that the humanities has made medical school a more enjoyable and fulfilling experience

Keywords: enjoyable, experience

Keyword Location: Para 4, Lines 5-6

Explanation:According to students, medical education is now more pleasurable and rewarding because of the humanities. Students realize that they can better balance their education and personal lives, which will better prepare them to provide patient care.

35. What is the writer's main conclusion?

A. Greater emphasis on humanities in medical schools will benefit both patients and practitioners.

B. Medical schools are not adequately preparing students to become balanced medical professionals.

C. Creating a humanities programme in a medical school is an overwhelmingly difficult but

necessary task.

D. Medical schools should return to the early twentieth -century model of medical education.

Answer: A

Supporting statement:and this will benefit both the healers and those who need to be healed.

Keywords: benefit both, healed

Keyword Location: Para 4, Line 13

Explanation: According to the passage the writer's main motive is to make it clear that patients and Medical professionals both will benefit from medical schools if a stronger emphasis is given to humanities.

Questions 36 - 40

Complete each sentence with the correct ending, A-G.

36. Health professionals at a recent seminar discussed a need for educational institutions to

Answer: G

Supporting statement:Everyone commented on the need to achieve a balance between the humanities and the skills and technological expertise of their specific discipline

Keywords:humanities, technological

Keyword Location: Para 1, Line 6

Explanation: Health administrators, speech therapists, chiropractors, nurses, and experts from a dozen other disciplines at a recent seminar discussed the necessity of striking a balance between the humanities and the professional knowledge of their particular field, starting with their medical school experience and continuing through their chosen field of specialty.

37. Most medical training programmes

Answer: F

Supporting statement: that most educational programs emphasize knowledge, clinical skill and competence,

Keywords: educational programs, knowledge

Keyword Location: Para 2, Lines 2-3

Explanation: The passage states that most of the educational programs place a strong emphasis on knowledge, clinical skill, and competence and less attention to broad education which includes the study of human beings to understand human behaviour.

38. The interpersonal and behavioural aspects Of medical practice

Answer: B

Supporting statement: It is compounded by the recognition that this aspect is harder to define and measure than knowledge and competence.

Keywords: recognition, aspect

Keyword Location: Para 2, Line 6

Explanation: According to the text, It is challenging to provide a precise description of the behavioral and interpersonal components of medical practice.

39. Dalhousie Medical School students and faculty

Answer: A

Supporting statement:They now come forward with ideas and activities that are more imaginative and exciting than we could have designed.

Keywords: ideas and activities, imaginative and exciting

Keyword Location: Para 4, Lines 4-5

Explanation: The text highlights that students and professors at Dalhousie Medical School have proposed more creative and engaging ideas and activities to incorporate into the academic program.

40. Modern evidence-based practitioners

Answer: C

Supporting statement:It's a question often asked of today's medical professionals but very difficult to document in this evidence-based era of medicine.

Keywords: difficult, evidence-based

Keyword Location: Para 4, Lines 9-10

Explanation: Will pursuing a humanities education improve one's ability to practice medicine? This question is frequently posed to modern medical practitioners, yet in this evidence-based age of medicine, it is quite challenging to record the same.

A. generate innovative and creative suggestions for activities and programmes.

B. are difficult to describe with any precision.

C. find it difficult to prove statistically the benefits of humanities programmes.

D. suggest that humanities studies create stronger practitioners.

E. rely on course textbooks to teach humanities.

F. give less attention to broad education and more to recognising and treating symptoms.

G. provide more equal coverage of both medical knowledge and skills, and humanities

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