X. The following text will introduce you to the relevant problem each medical student and doctor should know. Head the text and comment on the following.

1. Ethics should be included into curricula.

2. The need for humanistically and ethically trained physicians.

AN ARGUMENT FOR MEDICAL ETHICS EDUCATION

Today, while medical education has kept up with scientific advances, training in ethics has not. Ethics is defined as "the science of moral rea­soning". Yet many students and faculty consider ethics a soft skill, rather than a hard science like biochemistry.

Ask a second-year, second-semester medical student a question about Staphylococcus and the probability of a correct response is excellent. Give the same student an ethics problem, for example, "Who gets the liver transplant, the alcoholic patient with a family or the single police offi­cer?" and a reasoned response is unlikely. This is an indication of the sig­nificance of the boards. Putting an ethics section on the boards will not guarantee that medical students are ethical reasoning, but an ethics sec­tion could assess whether students can identify central questions and important conflicts.

Creation of separate ethics departments with full-time professors is another factor for committed ethics education. Such departments would be responsible for teaching, formulating ethics policies, and keeping abreast of current ethics thinking. Their existence would ensure that ethics teaching gets the resources it deserves.

In the last two decades, much has been written about ethics educa­tion. Guidelines have been proposed and teaching models have been devel­oped at a number of medical schools. Components of the best ethics teach­ing programs include dedicated teaching by both clinicians and ethicists; integration with all other courses; appropriate use of varied teaching for­mats, including lectures and small groups, standardized patients, and computer simulations; instruction in formal ethics theory and its clinical application; contiguous teaching through all 4 years of medical school; consideration of situations pertinent not only to the student's future role as a practitioner, but also to the present role as student. But whether these schools will succeed in implementing effective ethics curricula remains to be seen

HEALTH SERVICE IN THE USA
Text 1:	Health Care System in the USA.
Text 2:	The Public Health Service and the Nation's Health
	Care in the USA.
Grammar:	Passive Voice.

Pre text assignments

1. Form the words adding suffixes or prefixes:

   1. adjective forming suffixes: -able(ible) flexible

-y biliary

health, circulation, saliva, access, starch, terror, response, sense, express;

2. adverb-forming suffix: -ly consciously

final, sufficient, timid, hard, simple, like, active, serious, fre­quent;

3. prefix of the opposite meaning: -dis disappear agree, ability, able, arm, balance, charge, close.

1. Identify:

   1. the prefixes in the words:

disabling, predict, immature, inactive, indigested, incomplete;

2. the suffixes in the words:

vulnerable, capable, accessible, available, eligible, reliable, demon­strably, eventually, terminally, needy, voluntary, sufficiently, costly, timidly.

3. The suffix -cide means "to eliminate» to destroy, to kill" Identify the suffix and translate the words:

herbicide, insecticide, pesticide, homicide, suicide.

4. Learn the following words:

private doctor ['praivit'dokts] приватний лікар