Sometimes it’s easy to draw a direct line between the skills you learn in a particular college course and your intended career. Other times, you might be sitting in a general education class and asking yourself, “How will this help me?” In this op-ed, Angeline Thomas, a first-year pre-med student at Rutgers University, makes a case for why students should take courses beyond the ones directly related to their major.
Angeline Thomas, “Importance of Literature for Future Health Professions.” The Daily Targum, 15 October 2025.
- What “they say” does Thomas respond to in her op-ed? Who encourages or supports this view, and why?
- Thomas gives two main reasons why pre-med students should take literature classes. One reason is more practical; the other is more philosophical. Explain these two reasons in your own words.
- What is “empathy fatigue”? What, beyond reading literature, do you think might help address empathy fatigue (also called “compassion fatigue”) among doctors, health care workers, and other people who do care work?
- Titles can be a powerful place for metacommentary. With a classmate, brainstorm a new title for Thomas’s essay that makes it clear why her argument matters and who should care about it. Check out Chapter 11 for advice on writing metacommentary.
- Take a look at your current course schedule. Why are you taking each course? Do they fulfill major requirements, or general education requirements, or something else? If you could take an elective outside your major, what would it be, and why?
They Say I Blog 
In Thomas’s op-ed, her point is the importance of literature and its connection to the medical field. I would say that those in the medical field would agree with the idea that the more you are able to understand, the better you are in your profession. Thomas used two main points of focus in accordance with learning the English language. First, and the most practical, was the idea that the more you understand about language and communication, the better you can communicate with patients, as well as help you pass part of the MCAT. The second focus, which is more of a philosophical take, is that if you can understand your patient’s background (religion or culture), you can treat them holistically instead of only using your science background. The lack of both of these practices in any healthcare setting leads to something called “compassion fatigue”, where one is numb to distress, injury, and even death by experiencing it so often. It’s important to understand that patient care also encompasses their families, emotions, and mental health, and by understanding these things, health care workers can avoid the burn-out that follows. Looking inward, most of my own course schedule is set in stone to get my degree of choice, but some classes I would like to take outside of it are political or musical history courses. I’ve always found them fascinating and would be open to taking them in the future. Overall, Thomas did a great job providing her point of view, her evidence, and greater reasoning behind her beliefs.
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In her oped, Thomas argues that literature and communication skills are essential in the medical field. She explains that strong language abilities help future doctors communicate clearly with patients and even improve their performance on parts of the mcat. She also suggests that understanding a patient’s cultural or religious background allows providers to care for them more completely, rather than relying only on scientific knowledge. Without these skills, healthcare workers can develop “compassion fatigue,” becoming numb to suffering after repeated exposure.
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Many people in pre-med culture argue that students should focus almost entirely on science courses because those subjects seem directly connected to becoming a doctor. According to this view, literature and other humanities classes are secondary or even unnecessary. Grades, MCAT scores, and technical knowledge are often treated as the only things that matter. Angeline Thomas’ article challenges this belief by arguing that literature is not a distraction from medicine but an essential part of preparing for it.
While pre-med students often focus on science courses, Thomas presents a strong opposite argument. I strongly agree with Thomas because medicine is not only a scientific profession but also a human one. While science teaches future doctors how the body functions, literature helps them understand how people experience illness. A patient is never just a set of symptoms; each person brings fear, cultural background, family concerns, and emotional complexity into the exam room. Without the ability to interpret stories, perspectives, and emotions, doctors risk reducing patients to medical problems rather than human beings.
Although one commenter emphasizes communication skills and MCAT preparation as practical benefits of literature, I believe Thomas’s argument goes even further. The deeper issue is not simply better test performance or clearer explanations. It is about shaping how future physicians think. Reading literature helps students deal with uncertainty, understand meaning, and see different points of view. These habits of mind are crucial in medicine, where diagnoses are not always clear and ethical decisions are rarely simple.
Thomas also raises the issue of empathy fatigue, which occurs when healthcare workers become emotionally numb after repeated exposure to suffering. I agree that literature can help build emotional awareness, but I would add that medical institutions must also create systems that support reflection and mental health. Empathy alone is not enough; it must be sustained by healthy working conditions.
For these reasons, I agree with Thomas that literature is not optional for future doctors. If medicine aims to heal whole people rather than just treat diseases, then medical education must include training that develops both scientific knowledge and human understanding. Future doctors who can understand stories, recognize cultural backgrounds, and keep emotional awareness will be better prepared to provide caring and effective treatment.
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I very much appreciated reading your view because I also believe that medicine must never be considered as only a science. I thought your insight about patients entering the consultation room with their complex emotions, fears, and culture was particularly insightful because this aspect of medicine is often overlooked in discussions regarding medical training. We are not only dealing with diseases but with living humans with a variety of different experiences.
In addition, I also strongly believe in your argument that literature is beneficial for medical practitioners since it makes them view issues from a different perspective and does not only increase their communication and test-taking skills. The concept of uncertainty that you brought up in regard to literature as it applies to medicine impressed me since it was important for a physician to know how to make tough decisions ethically and emotionally.
I found your section on empathy fatigue interesting as well. Empathy may be necessary, but I concur with you that it can be challenging to achieve without adequate support systems in place. Doctors need to have room to reflect emotionally so that they can empathize with their patients while remaining emotionally attached to them.
In conclusion I would like to emphasize my complete agreement with your opinion that literature must be seen as a significant component of medical education since literature contributes to the development of knowledge and emotions in future physicians.
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Following my reading of the article by Angeline Thomas, I have come to the conclusion that I support her claims that the students should enroll into classes outside of their majors because they would learn some valuable skills which they could apply at school as well as later in their future career. Thomas believes that the skill to read literature is not only the enjoyment of good stories; it is also the acquisition of many views and a development of an individual as a thinker. Thomas states that these skills are necessary for the future doctors who need to be able to talk to their patients and make tough decisions. One concept that I found particularly intriguing was her explanation of empathy fatigue. Thomas states that medical practitioners are in charge of taking care of numerous patients on a daily basis and, consequently, may get worn out emotionally. In Thomas’ opinion, reading literature will assist doctors in maintaining their connection with the experience and feelings of others. I believe that this is a very valid statement since patients require doctors that have a good knowledge of medicine, in addition to the ability to listen and communicate with them with compassion. When you read a book, you have the opportunity to put yourself in someone else’s shoes and thus develop better communication. Even though I do not want to be a doctor in the future, I still find Thomas’s claim relevant to many college students. In any field of expertise, one needs to be able to communicate, to solve problems, and to collaborate with other people. General education courses have taught me to look at things from a variety of angles and not to confine myself to my major. It is often the case that some of the most important lessons we learn in the courses which do not seem directly related to our future career paths. If I could take another elective course that is not related to my major, I would choose psychology as the course that will give me an insight into the way people operate. It will be helpful both in my personal and professional life.
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After reading this discussion, I started wondering about something else, namely, what is the actual purpose of college? Students select courses based on whether they will be beneficial in securing them a position. I realize that it is easy to understand why students think this way considering that college is costly and people have to prepare for a career. Nonetheless, Thomas teaches me that there is something more to education. It not only has to impart technical knowledge but also make a person wiser, more tolerant, and empathic.
What I find really interesting is the thought that literature promotes the idea of slowing down and reflecting. In our modern world, things move very fast. Social media offers us quick videos; AI can solve any question in just a few seconds, and people often form their opinions without taking time to reflect on what is happening. Unlike reading a book or a story, this practice demands patience since it allows one to concentrate on feelings, motives, and complicated situations that lack easy solutions.
While Thomas writes specifically about pre-med students, I believe that her message holds true for numerous other academic disciplines. Business majors have to understand customers; engineers need to cooperate with their peers; teachers must be aware of their students’ needs. Whichever career path one chooses, he/she will find himself/herself working alongside other humans more often than not. Technical background can earn a person a job, but people skills might prove to be far more important.
On the other hand, I don’t believe that all students must have love for literature. People learn how to show empathy and communicate differently. Some can acquire such qualities by volunteering, serving in the community, or personal experience. Literature isn’t the only way, but I consider it to be one of them.
Overall, Thomas’s discussion has made me look at the courses for general education classes in a different light. Rather than wondering whether or not a class has something to do with my major, I feel that one should also wonder whether or not it makes one a better individual.
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I agree with Angeline Thomas’s argument that literature plays an important role in preparing future health professionals because medicine requires much more than scientific knowledge. While subjects such as biology and anatomy teach students how the human body works, literature helps develop the critical thinking and communication skills that doctors need when working with patients. Thomas explains that reading literature improves reading comprehension, analytical thinking, and empathy, all of which are valuable in both medical school and clinical practice. I especially agree with her statement that “The sciences allow us to help patients, while literature enables us to understand them.” This idea highlights the difference between treating a disease and caring for the person who has it.
One point that stood out to me was Thomas’s discussion of the relationship between doctors and patients. Every patient has a unique background, culture, and set of beliefs that can influence how they view illness and treatment. A doctor who only relies on scientific knowledge may struggle to understand why a patient makes certain decisions. Literature exposes readers to different experiences and perspectives, making it easier to recognize that people often think differently because of their life experiences. As a result, doctors who regularly read literature may become better listeners and communicate more effectively with patients. This does not mean literature alone creates empathy, but it can encourage future physicians to become more open-minded and thoughtful.
At the same time, I think there are limits to Thomas’s argument. Reading literature by itself will not automatically make someone a compassionate doctor. Empathy also develops through direct experiences, such as interacting with patients, volunteering in hospitals, and learning from experienced physicians. However, literature can provide an important foundation by encouraging students to think beyond facts and consider the emotional and personal side of medicine. In that sense, literature complements scientific education rather than replacing it.
Overall, I believe Thomas presents a convincing argument because she demonstrates that science and the humanities are not opposites but partners. Scientific knowledge gives doctors the ability to diagnose and treat illness, while literature helps them understand the people behind those illnesses. A successful physician needs both technical expertise and the ability to connect with patients as individuals. By combining these two areas of learning, future health professionals will be better prepared to provide high-quality and compassionate care.
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As a student, I agree with your argument that reading matters for future doctors. Before considering her ideas, I understood why pre-med students might want to focus mostly on biology, chemistry, mathematics, and other science courses. These subjects appear to be directly related to diagnosing diseases and treating patients. However, Thomas helped me recognize that becoming a successful doctor requires more than memorizing scientific facts. Doctors must also understand people, communicate clearly, and consider experiences that may be different from their own.n my experience as a student, reading has helped me improve the way I understand information. When I read carefully, I have to pay attention to details, think about the writer’s purpose, and consider different meanings. I also have to separate important ideas from less important information. Future doctors need similar skills because patients may not always describe their symptoms clearly. A doctor must listen closely, ask useful questions, and recognize details that could affect a diagnosis.
Reading also helps students understand different perspectives. Through stories, we can learn about people from cultures, religions, families, and communities that may be unfamiliar to us. I believe this is especially important for doctors because they will care for many different kinds of patients. Every patient has personal beliefs, fears, responsibilities, and past experiences that may influence how that person responds to medical treatment. A doctor who respects these differences may be able to build greater trust with patients.As a student, I also know that communication is important in every subject. It is not enough to understand something privately; we must be able to explain it to someone else. Doctors regularly explain diagnoses, medications, procedures, and risks. If they use language that is too technical, patients may become confused or frightened. Reading and writing can help future doctors organize their thoughts and communicate difficult information more clearly.
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I agree with Thomas’s view because she provides a realistic construct of the day-to-day reasoning behind why literature requires more emphasis in pre-med studies. Her view shows that the MCAT tests a multitude of factors that surpass medical terminology. These factors are not always present in the curriculum required for pre-med majors to graduate. Within her philosophical view, Thomas highlights a disconnect between patient-doctor interactions. She does this by emphasizing that the meaning of being a Doctor is not rooted in how well one memorizes biology; it is rooted in the way a doctor treats their patients. I believe that, when a doctor takes the time to metaphorically open a book and read into the patient’s life, they are actively choosing to use empathy, which reinforces social intelligence.
Consequently, I also agree that Empathy fatigue is a term used to describe the way overworked health care providers forget about this basic human virtue by equating patients to their job requirements instead of another individual. Beyond reading literature, health care workers should take the time to pay attention to their surroundings by practicing a simple method of slowing down their patient encounters. Empathy fatigue is important because it illuminates a larger-scale issue that cannot be determined by the doctor-patient interactions alone. There is an institutional issue that requires doctors to overwork themselves and exhaust their internal resources at the expense of their genuine interactions with the people they have sworn to help. It is not a matter of a lack of empathy, but a matter of a drained individual forcing themselves to over-extend their emotional resources due to the demands of working in health care. By encouraging pre-med majors to take electives outside of their major and explore things like philosophy, ethics, and literature, there may be increases in their MCAT scores at a practical level, but there also may be an increase in the quality of the experiences they have by choosing to engage with their patients and practice receptivity.
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