International Journal of Cognition and Behaviour Int J Cogn Behav 10.23937/2690-3172 2690-3172 ClinMed International Library Wilmington, USA 10.23937 Chiasmus as an Alternative Pattern of Teaching Bacha D 10.23937/2690-3172/1710010 The Mini lecture-Mini CBL association can be benefic. Indeed, multiple interactive mini-cases with an abbreviated lecture improved immediate mastery of learning objectives compared to a traditional lecture format. Editorial 3 1 OPEN ACCESS 10.23937/2690-3172/1710010 Chiasmus as an Alternative Pattern of Teaching Dhouha Bacha Department of Pathology, Mongi Slim University Hospital, Faculty of Medicine of Tunis, University of Tunis El Manar, Tunisia Wael Ferjaoui Department of General Surgery, Mongi Slim University Hospital, Faculty of Medicine of Tunis, University of Tunis El Manar, Tunisia Lasaad Gharbi Department of General Surgery, Mongi Slim University Hospital, Faculty of Medicine of Tunis, University of Tunis El Manar, Tunisia Sana Ben Slama Department of Pathology, Mongi Slim University Hospital, Faculty of Medicine of Tunis, University of Tunis El Manar, Tunisia Ahlem Lahmar Department of Pathology, Mongi Slim University Hospital, Faculty of Medicine of Tunis, University of Tunis El Manar, Tunisia Wael Ferjaoui
Department of General Surgery, Mongi Slim University Hospital, Faculty of Medicine of Tunis, University of Tunis El Manar, Tunisia, Tel: +216-524-300-99
15 October 2020 Bacha D, Ferjaoui W, Gharbi L, Slama SB, Lahmar A 2020 Chiasmus as an Alternative Pattern of Teaching Int J Cogn Behav 10.23937/2690-3172/1710010 2020 Bacha D, et al. © This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Etymologically the word chiasm comes from the Greek word khiasmós which means crossing.

The chiasm construction is a repetition crossing 2 segments A-B around a center C creating an AB/C/BA structure.

This is a rhetorical figure of speech expressing repetition.

In linguistics, the purpose of repetition is the emphasis on the message to be conveyed.

In pedagogy, the 3 goals of repetition are: Consolidation, deepening and feedback.

In the domain of procedural knowledge, repetition makes it possible to create automatisms.

Chiasmus is already reported in teaching [1].

We propose a new form of chiasmus as follows: Mini method 1 (15 to 20 min.) -Mini case 1 (15 min) -pause (5 min) -Mini case 2 (15 min) Mini method 2 (15-20 min) -

The prefix Mini here signifies a contraction in time.

We call Mini method: The methods without a case study, they can be: Mini Lecture, Mini talk chalk or Mini learning by keywords.

We call Mini case: The learning around a clinical case, it can be: Mini Challenge-based learning (CBL), Mini teaching by clinical case guide, Mini bedside case.

In order to promote deep learning, the Mini case 2 must be more complex than its counterpart 1 and the Mini method 2 more in-depth than its counterpart 1.

In practice, it can be: Mini lecture-Mini CBL-pause-Mini CBL-Mini talk chalk.

The Mini lecture-Mini CBL association can be benefic. Indeed, multiple interactive mini-cases with an abbreviated lecture improved immediate mastery of learning objectives compared to a traditional lecture format [2].

Elsewhere it may be Mini talk chalk-mini bedside case-pause-Mini CBL-Mini lecture.

The association Mini talk chalk and Mini bedside case maximizes the opportunities for clinical learning [3].

Our chiasm has more repetition than Mini lecture-Mini CBL (ref) or Mini talk chalk-mini bedside case.

The chiasm rhythm makes it possible to immediately bounce back on the activities of the break to discuss the Mini case 2. This model must respond to a prior scripting.

Our model meets the educational requirement of: contextualization-decontextualization-recontextualization. We have described elsewhere the educational requirements of the Mini methods and the advantage of inserting the image tool on hybrid media in order to create: action-retro action-inter action [4].

Our model is anchored in old methods (bedside) while remaining open to modern methods (possibility of inserting cases in simulation).

None.

None.

References [AMA] MED EDU Innovation Challange | Medical Education | Medical School [Internet]. Scribd. Disponible sur. https://www.scribd.com/document/349066587/AMA-MED-EDU-Innovation-Challange Marshall L, Nykamp D, Momary K (2014) Impact of abbreviated lecture with interactive mini-cases vs traditional lecture on student performance in the large classroom. Am J Pharm Educ 78: 189. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4315211/ Pitt M, Orlander J (2017) Bringing mini-chalk talks to the bedside to enhance clinical teaching. Med Educ Online 22: 1264120. https://pubmed.ncbi.nlm.nih.gov/28178911/ Dhouha Bacha, Omrani S, Saadia B, Gharbi L, Talbi G, et al. (2020) The Mini Method as an Alternative Approach in Medical Education - A comprehensive Review of the Literature. Open Access Journal of Oncology and Medicine 3: 292-294. https://econpapers.repec.org/article/abrjoajom/v_3a3_3ay_3a2020_3ai_3a4_3ap_3a292-294.htm