The Mini Method as an Alternative Approach in Medical Education: A comprehensive Review of the Literature Volume 3 - Issue 4

DhouhaBacha¹, Lasaad Gharbi², Ghofrane Talbi², Wael Ferjaoui²*, Sahir Omrani¹ and Bouraoui Saadia¹

• ¹Department of Pathology, Mongi Slim University Hospital, Faculty of medicine of Tunis, Tunis
• ²Department of General surgery, Mongi Slim University Hospital, Faculty of medicine of Tunis, Tunis

Received:March 18, 2020   Published: April 01, 2020

Corresponding author: Wael Ferjaoui, Department of General surgery, Mongi Slim University Hospital, Faculty of medicine of Tunis, Tunis

DOI: 10.32474/OAJOM.2020.03.000168

 

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Abstract

The ‘’mini method’’ in medical education is characterized by its duration (25-30 min) and the design of its content [1]. It is divided into minimethods which are intended for teaching (MINIt) and for assessment purposes (MINIa). These mini methods are based on several arguments and data taken from cognitive psychology. Otherwise, they are effective pedagogically [2]. However, they are little used in medical education and their description is dismissed and disparate in the literature. The aim of this study is to carry out a comprehensive review on this mini method in order to codify “a new concept in educational pedagogy». Our work try to define, also, its borders with micro method and classic method (also called macro or long method).

Introduction| Material and Methods| Results| Discussion| Conclusion| References|