University of Oxford, UK.
Med Teach. 2010;32(3):195-7. doi: 10.3109/01421591003614866.
'Hilarity and a good nature [and] a breezy cheerfulness help enormously in the study and in the practice of medicine,' said Sir William Osler, Regius Professor of Medicine at Oxford, pioneering medical educationalist, and arguably one of the greatest physicians of all time (Osler W. 1905 ). We present evidence that (1) Encouraging Learning, (2) Entertaining People, and (3) Having a Nice Time are dangerously powerful adjuncts to medical education. These are, by acronym, the ELEPHANT criteria. Encouraging is the motivating heart of the matter. Entertainment engages the mind and has been shown to enhance working memory and recall. Enjoyment is associated with deep learning, which comes with a whole host of benefits. However, learning in fear and misery can be an effective tool--but for other reasons--and the pessimistic personality type may respond badly to 'fun learning.' Even so, medical education that fulfills the ELEPHANT criteria can be an effective tool in training young doctors.
“欢乐、善良天性和轻松愉快的氛围对学习和行医有巨大帮助，”牛津大学医学首席教授威廉·奥斯勒爵士（Sir William Osler）说。他是医学教育的先驱，也是有史以来最伟大的医生之一（Osler W. 1905）。我们提出证据表明，（1）鼓励学习，（2）寓教于乐，（3）享受乐趣，是医学教育中极具威力的辅助手段。这些是医学教育的 ELEPHANT 标准，首字母缩写词分别代表：鼓励（Encouraging）、娱乐（Entertaining）和开心（Having a Nice Time）。鼓励是关键，激发动力。娱乐可以吸引注意力，已被证明可以增强工作记忆和记忆力。快乐与深度学习相关，会带来很多好处。但是，在恐惧和痛苦中学习可能是一种有效的工具——原因不同，而且悲观的性格类型可能对“有趣的学习”反应不佳。即便如此，满足 ELEPHANT 标准的医学教育仍然是培训年轻医生的有效工具。
