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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