Claire Brickell, 25, an aspiring neurologist in her third year at Harvard Medical School, already knows far more about health care than most of us. She can diagnose heart failure from a chest X ray. She can diagram the intricate circuits of the brain. And if she needed to, she could probably pull off a pretty decent tracheotomy. But when it comes to communicating with patients, Brickell has a problem: she’s too healthy. Like most of her classmates, she has spent very little time as a patient. She has never had to weigh the advice of a trusted friend against conflicting orders given by a cold and distant doctor. She has never had to take daily injections for a disease she doesn’t understand. She has rarely even gone through the most basic crucible of illness in the U. S. , the interminable wait in a doctor’s office.
Enter Santa Ocasio, 56, a Dominican immigrant who is fighting a protracted battle with Type 2 diabetes. In a pilot program that is the leading edge of a broad curriculum overhaul at Harvard Medical School, Brickell has been paired with Ocasio for nearly five months. ~ She sees her as a patient every week at the Spanish Clinic of Boston’s Brigham and Women’s Hospital and tags along on visits to her specialists. In fact, the goal is for Brickell to be there every time Ocasio encounters the health-care system. It’s not just a way to learn about treating diabetes; it’s a crash course in the myriad frustrations of a patient caught in the maw of modern medicine--confusing prescriptions, language barriers and an endless parade of strangers in white coats.
Why would the U. S. ’s top medical school ask its students to spend valuable time trailing a patient instead of a doctor? At Harvard and other medical schools across the country, educators are beginning to realize that empathy is as valuable to a doctor as any clinical skill. Whether it’ s acknowledging that a patient was inconvenienced by having to wait an hour before being seen or listening when someone explains why he didn’t take his meds, doctors who try to understand their patients may be the best antidote for the widespread dissatisfaction with today’s health-care system.
So Harvard has built closer partnerships between students and patients into the principal clinical experience, a small but important part of its most significant curriculum reform in two decades. The University of Pennsylvania Medical School began a similar program in 1997, and other schools are following suit. As long as medical students are still getting a healthy diet of clinical learning, educators say, there’s little downside. [435 words]
1. The comment she’s too healthy in the first paragraph means that______.
A. Brickell has learnt a lot to stay healthy，examda.com
B. Brickell is too healthy to become a patient
C. Brickell has few experiences of being a patient
D. Brickell knows how to keep herself from being ill
2. It is implied in the text that ______
A. the advice of a friend is much better than a doctor’s orders
B. it is difficult for a doctor to communicate with his patients
C. daily injections for a disease are occasionally ineffective
D. patients hate to wait long before being seen by a doctor
3. Brickell has been paired with a patient with diabetes in order ______
A. to be caught in the modern medical system as a patient
B. to learn the best way to treat diabetes in a pilot program
C. to learn what frustrations a patient has to face in hospital
D. to encounter the health-care system as closely as possible
4. Top medical schools ask their students to trail patients for the purpose of ______
A. helping doctors better understand their patients，examda.com
B. building closer relationships between students and patients
C. acknowledging the inconveniences experienced by patients
D. alleviating the dissatisfaction of patients with medical system
5. It can be seen from the text that Harvard Medical School intends ______
A. to illustrate the frustrations of American patients
B. to teach doctors to provide more care to patients
C. to call on doctors to learn more from their patients
D. to build closer partnerships between students and patients
難句透析
①She has never had to weigh the advice of a trusted friend—agai—nst Econflicting orders(given by a cold and dlstan doctor)]．
【結(jié)構(gòu)】方括號(hào)所標(biāo)示的動(dòng)名詞短語(yǔ)“conflicting orders…”是介詞“against”的賓語(yǔ)。圓括號(hào)所標(biāo)示的過(guò)去分詞短語(yǔ)"given by…doctor”是“0rders”的后置定語(yǔ)?！皌o weigh…against…”：使…跟…權(quán)衡比較。
【釋義】她從來(lái)不會(huì)在摯友的建議與冷漠的醫(yī)囑之間左右為難。
②In a pilot program[that is the leading edge of a broad curriculum overhaul at Harvard Medical School，Brickell has been paired with Ocasio for nearly five months．
【結(jié)構(gòu)】方括號(hào)所標(biāo)示的“that is the leading edge…School”是“program”的后置定語(yǔ)從句。
【釋義】在一個(gè)試驗(yàn)性的項(xiàng)目中，布凱爾與奧卡斯奧搭檔將近5個(gè)月。在哈佛醫(yī)學(xué)院課程大檢查中，這個(gè)項(xiàng)目處于地位。
③IC s not just a way[to learn about treating diabetes]；it’s a crash course in the myriad frustrations of a pa— tient Ecaught in the maw of modern medicine]--‘”confusing prescriptions，language barriers andan endless pa— rade of strangers in white coats．
【結(jié)構(gòu)】本句是由分號(hào)連接的兩個(gè)分句組成的并列句。方括號(hào)所標(biāo)示的動(dòng)詞不定式短語(yǔ)“to learn…diabetes”是“way’，的后置定語(yǔ)。方括號(hào)所標(biāo)示的過(guò)去分詞短語(yǔ)“caught in…medicine”是“patient”的后置定語(yǔ)。破折號(hào)后面的三個(gè)并列的名詞短語(yǔ)補(bǔ)充說(shuō)明其前面的“frustrations”。
【釋義】這并不只是為了學(xué)習(xí)治療糖尿病的方法，也是了解病人在現(xiàn)代醫(yī)藥條件下為何遭遇無(wú)數(shù)挫折的快捷途徑——其中包括令人摸不著頭腦的處方、語(yǔ)言障礙以及無(wú)數(shù)陌生醫(yī)生的問診。
④FWhether it’s acknowledging(that a patient was inconvenienced by l’having to wait an hour before being see“or”listening )]，doctors[who try to understand their patients] may be the best antidote for the widespread dissatisfaction with today’s health-care system?？荚嚧?，examda.com
【結(jié)構(gòu)】方括號(hào)所標(biāo)示的“Whether…or…”是讓步狀語(yǔ)從句。圓括號(hào)所標(biāo)示的“that a patient…h(huán)is meds”是“acknowledging"的賓語(yǔ)從句。尖括號(hào)所標(biāo)示的“when someone…reeds”是“l(fā)istenin9”的狀語(yǔ)從句。方括號(hào)所標(biāo)示的“who try…patients”是“doctors”的后置定語(yǔ)從句。
【釋義】不管承認(rèn)與否，病人必須等一個(gè)小時(shí)才能看上病或者要聽某個(gè)病人解釋自己不服藥原因肯定極為不便。醫(yī)生盡量理解病人，才能有效地緩解人們對(duì)當(dāng)今醫(yī)療衛(wèi)生體系的廣泛不滿情緒。
⑤So Harvard—has b—uilt closer partnerships between students and patients—into the principal clinical experlence’ L a small but important part of its most significant curriculum reform in two decades]．
【結(jié)構(gòu)】方括號(hào)所標(biāo)示的名詞短語(yǔ)“a small but important part…decades”補(bǔ)充說(shuō)明“clinical experience”。
【釋義】所以，哈佛醫(yī)學(xué)院才將建立學(xué)生和病人間的親密關(guān)系確認(rèn)為首要的臨床醫(yī)療體驗(yàn)，此舉雖小，但卻是20年來(lái)有重大意義的課程改革的一個(gè)重要組成部分全文翻譯
今年25歲的克萊爾·布凱爾就讀于哈佛醫(yī)學(xué)院三年級(jí)，是一名很有抱負(fù)的神經(jīng)科醫(yī)生，她所掌握的衛(wèi)生護(hù)理知識(shí)遠(yuǎn)遠(yuǎn)多于我們普通大眾。她能根據(jù)胸部x射線診斷心臟疾??；她能將錯(cuò)綜復(fù)雜的腦電波繪成圖表；如果需要，她甚至可以成功地主刀氣管切開手術(shù)。但當(dāng)布凱爾需要和病人溝通時(shí)卻面臨這樣一個(gè)問題：她的身體太健康了。和她的大多數(shù)同學(xué)一樣，布凱爾極少生病。她從來(lái)不會(huì)在摯友的建議與冷漠的醫(yī)囑之間左右為難。她也從來(lái)不用為治愈一種她不了解的疾病而每天接受輸液。她甚至根本沒有經(jīng)歷過(guò)美國(guó)常見的殘酷“考驗(yàn)”，也就是在醫(yī)生的辦公室里無(wú)休止地等待。考試大
說(shuō)到圣·奧卡斯奧，這個(gè)56歲的多米尼加移民多年來(lái)一直在與2型糖尿病作斗爭(zhēng)。在一個(gè)試驗(yàn)性的項(xiàng)目中，布凱爾與奧卡斯奧搭檔將近5個(gè)月。在哈佛醫(yī)學(xué)院課程大檢查中，這個(gè)項(xiàng)目處于地位。布凱爾每周都會(huì)在波士頓婦女醫(yī)院西班牙診所中為奧卡斯奧檢查，在她前往接受專家治療的時(shí)候陪伴左右。實(shí)際上，這樣做的目的是每次奧卡斯奧接受衛(wèi)生保健檢查時(shí)布凱爾能在旁邊。這并不只是為了學(xué)習(xí)治療糖尿病的方法，也是了解病人在現(xiàn)代醫(yī)藥條件下為何遭遇無(wú)數(shù)挫折的快捷途徑——其中包括令人摸不著頭腦的處方、語(yǔ)言障礙以及無(wú)數(shù)陌生醫(yī)生的問診。
為什么美國(guó)頂尖的醫(yī)學(xué)院會(huì)要求自己的學(xué)生把寶貴的時(shí)間用在跟隨病人上，而非跟隨醫(yī)生?在諸如哈佛等國(guó)內(nèi)一些醫(yī)學(xué)院，教育家開始意識(shí)到對(duì)于一個(gè)醫(yī)生來(lái)說(shuō)，關(guān)注病人的病情和任何一項(xiàng)醫(yī)術(shù)同樣重要。不管承認(rèn)與否，病人必須等一個(gè)小時(shí)才能看上病或者要聽某個(gè)病人解釋自己不服藥原因肯定極為不便。醫(yī)生盡量理解病人，才能有效地緩解人們對(duì)當(dāng)今醫(yī)療衛(wèi)生體系的廣泛不滿情緒。
所以，哈佛醫(yī)學(xué)院才將建立學(xué)生和病人間的親密關(guān)系確認(rèn)為首要的臨床醫(yī)療體驗(yàn)，此舉雖小，但卻是20年來(lái)有重大意義的課程改革的一個(gè)重要組成部分。賓夕法尼亞大學(xué)醫(yī)學(xué)院也于1997年開始開辦類似的項(xiàng)目，其他學(xué)校也競(jìng)相效仿。教育家如是說(shuō)：只要醫(yī)學(xué)專業(yè)學(xué)生仍然可以受惠于良好的教學(xué)計(jì)劃，醫(yī)學(xué)發(fā)展就不會(huì)走下坡路。
超綱詞匯
maw n．(動(dòng)物的)胃，肚子
tracheotomy n．[醫(yī)]氣管切開術(shù)
diabetes n．[醫(yī)]糖尿病，多尿癥
overhaul n．徹底檢查
decent adj．得體的，過(guò)得去的，像樣的
intricate adj．復(fù)雜的，難懂的
trail vt．跟蹤，尾隨
antidote n．解毒劑
aspiring adj．熱心的，積極的，有抱負(fù)的
neurologist n．神經(jīng)科專門醫(yī)師
empathy n．神入，感情移入
interminable adj．無(wú)終止的，沒完沒了的
myriad adj．許多的，無(wú)數(shù)的
protracted adj．延長(zhǎng)的，拖延的，長(zhǎng)時(shí)間的
crucible n．嚴(yán)酷的考驗(yàn)
參考答案：1．C 2．D 3．C 4．A 5．B
Enter Santa Ocasio, 56, a Dominican immigrant who is fighting a protracted battle with Type 2 diabetes. In a pilot program that is the leading edge of a broad curriculum overhaul at Harvard Medical School, Brickell has been paired with Ocasio for nearly five months. ~ She sees her as a patient every week at the Spanish Clinic of Boston’s Brigham and Women’s Hospital and tags along on visits to her specialists. In fact, the goal is for Brickell to be there every time Ocasio encounters the health-care system. It’s not just a way to learn about treating diabetes; it’s a crash course in the myriad frustrations of a patient caught in the maw of modern medicine--confusing prescriptions, language barriers and an endless parade of strangers in white coats.
Why would the U. S. ’s top medical school ask its students to spend valuable time trailing a patient instead of a doctor? At Harvard and other medical schools across the country, educators are beginning to realize that empathy is as valuable to a doctor as any clinical skill. Whether it’ s acknowledging that a patient was inconvenienced by having to wait an hour before being seen or listening when someone explains why he didn’t take his meds, doctors who try to understand their patients may be the best antidote for the widespread dissatisfaction with today’s health-care system.
So Harvard has built closer partnerships between students and patients into the principal clinical experience, a small but important part of its most significant curriculum reform in two decades. The University of Pennsylvania Medical School began a similar program in 1997, and other schools are following suit. As long as medical students are still getting a healthy diet of clinical learning, educators say, there’s little downside. [435 words]
1. The comment she’s too healthy in the first paragraph means that______.
A. Brickell has learnt a lot to stay healthy，examda.com
B. Brickell is too healthy to become a patient
C. Brickell has few experiences of being a patient
D. Brickell knows how to keep herself from being ill
2. It is implied in the text that ______
A. the advice of a friend is much better than a doctor’s orders
B. it is difficult for a doctor to communicate with his patients
C. daily injections for a disease are occasionally ineffective
D. patients hate to wait long before being seen by a doctor
3. Brickell has been paired with a patient with diabetes in order ______
A. to be caught in the modern medical system as a patient
B. to learn the best way to treat diabetes in a pilot program
C. to learn what frustrations a patient has to face in hospital
D. to encounter the health-care system as closely as possible
4. Top medical schools ask their students to trail patients for the purpose of ______
A. helping doctors better understand their patients，examda.com
B. building closer relationships between students and patients
C. acknowledging the inconveniences experienced by patients
D. alleviating the dissatisfaction of patients with medical system
5. It can be seen from the text that Harvard Medical School intends ______
A. to illustrate the frustrations of American patients
B. to teach doctors to provide more care to patients
C. to call on doctors to learn more from their patients
D. to build closer partnerships between students and patients
難句透析
①She has never had to weigh the advice of a trusted friend—agai—nst Econflicting orders(given by a cold and dlstan doctor)]．
【結(jié)構(gòu)】方括號(hào)所標(biāo)示的動(dòng)名詞短語(yǔ)“conflicting orders…”是介詞“against”的賓語(yǔ)。圓括號(hào)所標(biāo)示的過(guò)去分詞短語(yǔ)"given by…doctor”是“0rders”的后置定語(yǔ)?！皌o weigh…against…”：使…跟…權(quán)衡比較。
【釋義】她從來(lái)不會(huì)在摯友的建議與冷漠的醫(yī)囑之間左右為難。
②In a pilot program[that is the leading edge of a broad curriculum overhaul at Harvard Medical School，Brickell has been paired with Ocasio for nearly five months．
【結(jié)構(gòu)】方括號(hào)所標(biāo)示的“that is the leading edge…School”是“program”的后置定語(yǔ)從句。
【釋義】在一個(gè)試驗(yàn)性的項(xiàng)目中，布凱爾與奧卡斯奧搭檔將近5個(gè)月。在哈佛醫(yī)學(xué)院課程大檢查中，這個(gè)項(xiàng)目處于地位。
③IC s not just a way[to learn about treating diabetes]；it’s a crash course in the myriad frustrations of a pa— tient Ecaught in the maw of modern medicine]--‘”confusing prescriptions，language barriers andan endless pa— rade of strangers in white coats．
【結(jié)構(gòu)】本句是由分號(hào)連接的兩個(gè)分句組成的并列句。方括號(hào)所標(biāo)示的動(dòng)詞不定式短語(yǔ)“to learn…diabetes”是“way’，的后置定語(yǔ)。方括號(hào)所標(biāo)示的過(guò)去分詞短語(yǔ)“caught in…medicine”是“patient”的后置定語(yǔ)。破折號(hào)后面的三個(gè)并列的名詞短語(yǔ)補(bǔ)充說(shuō)明其前面的“frustrations”。
【釋義】這并不只是為了學(xué)習(xí)治療糖尿病的方法，也是了解病人在現(xiàn)代醫(yī)藥條件下為何遭遇無(wú)數(shù)挫折的快捷途徑——其中包括令人摸不著頭腦的處方、語(yǔ)言障礙以及無(wú)數(shù)陌生醫(yī)生的問診。
④FWhether it’s acknowledging(that a patient was inconvenienced by l’having to wait an hour before being see“or”listening )]，doctors[who try to understand their patients] may be the best antidote for the widespread dissatisfaction with today’s health-care system?？荚嚧?，examda.com
【結(jié)構(gòu)】方括號(hào)所標(biāo)示的“Whether…or…”是讓步狀語(yǔ)從句。圓括號(hào)所標(biāo)示的“that a patient…h(huán)is meds”是“acknowledging"的賓語(yǔ)從句。尖括號(hào)所標(biāo)示的“when someone…reeds”是“l(fā)istenin9”的狀語(yǔ)從句。方括號(hào)所標(biāo)示的“who try…patients”是“doctors”的后置定語(yǔ)從句。
【釋義】不管承認(rèn)與否，病人必須等一個(gè)小時(shí)才能看上病或者要聽某個(gè)病人解釋自己不服藥原因肯定極為不便。醫(yī)生盡量理解病人，才能有效地緩解人們對(duì)當(dāng)今醫(yī)療衛(wèi)生體系的廣泛不滿情緒。
⑤So Harvard—has b—uilt closer partnerships between students and patients—into the principal clinical experlence’ L a small but important part of its most significant curriculum reform in two decades]．
【結(jié)構(gòu)】方括號(hào)所標(biāo)示的名詞短語(yǔ)“a small but important part…decades”補(bǔ)充說(shuō)明“clinical experience”。
【釋義】所以，哈佛醫(yī)學(xué)院才將建立學(xué)生和病人間的親密關(guān)系確認(rèn)為首要的臨床醫(yī)療體驗(yàn)，此舉雖小，但卻是20年來(lái)有重大意義的課程改革的一個(gè)重要組成部分全文翻譯
今年25歲的克萊爾·布凱爾就讀于哈佛醫(yī)學(xué)院三年級(jí)，是一名很有抱負(fù)的神經(jīng)科醫(yī)生，她所掌握的衛(wèi)生護(hù)理知識(shí)遠(yuǎn)遠(yuǎn)多于我們普通大眾。她能根據(jù)胸部x射線診斷心臟疾??；她能將錯(cuò)綜復(fù)雜的腦電波繪成圖表；如果需要，她甚至可以成功地主刀氣管切開手術(shù)。但當(dāng)布凱爾需要和病人溝通時(shí)卻面臨這樣一個(gè)問題：她的身體太健康了。和她的大多數(shù)同學(xué)一樣，布凱爾極少生病。她從來(lái)不會(huì)在摯友的建議與冷漠的醫(yī)囑之間左右為難。她也從來(lái)不用為治愈一種她不了解的疾病而每天接受輸液。她甚至根本沒有經(jīng)歷過(guò)美國(guó)常見的殘酷“考驗(yàn)”，也就是在醫(yī)生的辦公室里無(wú)休止地等待。考試大
說(shuō)到圣·奧卡斯奧，這個(gè)56歲的多米尼加移民多年來(lái)一直在與2型糖尿病作斗爭(zhēng)。在一個(gè)試驗(yàn)性的項(xiàng)目中，布凱爾與奧卡斯奧搭檔將近5個(gè)月。在哈佛醫(yī)學(xué)院課程大檢查中，這個(gè)項(xiàng)目處于地位。布凱爾每周都會(huì)在波士頓婦女醫(yī)院西班牙診所中為奧卡斯奧檢查，在她前往接受專家治療的時(shí)候陪伴左右。實(shí)際上，這樣做的目的是每次奧卡斯奧接受衛(wèi)生保健檢查時(shí)布凱爾能在旁邊。這并不只是為了學(xué)習(xí)治療糖尿病的方法，也是了解病人在現(xiàn)代醫(yī)藥條件下為何遭遇無(wú)數(shù)挫折的快捷途徑——其中包括令人摸不著頭腦的處方、語(yǔ)言障礙以及無(wú)數(shù)陌生醫(yī)生的問診。
為什么美國(guó)頂尖的醫(yī)學(xué)院會(huì)要求自己的學(xué)生把寶貴的時(shí)間用在跟隨病人上，而非跟隨醫(yī)生?在諸如哈佛等國(guó)內(nèi)一些醫(yī)學(xué)院，教育家開始意識(shí)到對(duì)于一個(gè)醫(yī)生來(lái)說(shuō)，關(guān)注病人的病情和任何一項(xiàng)醫(yī)術(shù)同樣重要。不管承認(rèn)與否，病人必須等一個(gè)小時(shí)才能看上病或者要聽某個(gè)病人解釋自己不服藥原因肯定極為不便。醫(yī)生盡量理解病人，才能有效地緩解人們對(duì)當(dāng)今醫(yī)療衛(wèi)生體系的廣泛不滿情緒。
所以，哈佛醫(yī)學(xué)院才將建立學(xué)生和病人間的親密關(guān)系確認(rèn)為首要的臨床醫(yī)療體驗(yàn)，此舉雖小，但卻是20年來(lái)有重大意義的課程改革的一個(gè)重要組成部分。賓夕法尼亞大學(xué)醫(yī)學(xué)院也于1997年開始開辦類似的項(xiàng)目，其他學(xué)校也競(jìng)相效仿。教育家如是說(shuō)：只要醫(yī)學(xué)專業(yè)學(xué)生仍然可以受惠于良好的教學(xué)計(jì)劃，醫(yī)學(xué)發(fā)展就不會(huì)走下坡路。
超綱詞匯
maw n．(動(dòng)物的)胃，肚子
tracheotomy n．[醫(yī)]氣管切開術(shù)
diabetes n．[醫(yī)]糖尿病，多尿癥
overhaul n．徹底檢查
decent adj．得體的，過(guò)得去的，像樣的
intricate adj．復(fù)雜的，難懂的
trail vt．跟蹤，尾隨
antidote n．解毒劑
aspiring adj．熱心的，積極的，有抱負(fù)的
neurologist n．神經(jīng)科專門醫(yī)師
empathy n．神入，感情移入
interminable adj．無(wú)終止的，沒完沒了的
myriad adj．許多的，無(wú)數(shù)的
protracted adj．延長(zhǎng)的，拖延的，長(zhǎng)時(shí)間的
crucible n．嚴(yán)酷的考驗(yàn)
參考答案：1．C 2．D 3．C 4．A 5．B