Concepts as Online Resources for Accelerated Learning
Introduction to the CORAL Collection
Learning some of the most important concepts and principles in medical education.
The CORAL Collection is a set of materials designed for education committee members and course and program directors. These Cells will help people learn some of the most important concepts and principles in medical education so that they collectively and individually may make more informed and we hope better educational decisions.
Each Cell is short, discrete, and designed to teach. Each Cell has an introduction, one to three objectives, self-assessments, a section to present the material, a quiz with expert responses, an evaluation so we can get better, references and further reading, and a concept map showing related Cells.
There are three ways to find Cells of interest: by grouping, alphabetically, and indirectly by using the glossary.
The Central Purpose of Teaching (everyone should start here)
Groups of related cells
- Learning
- Central Purpose of teaching (everyone should start here)
- Prior learning and cognitive load
- Bloom's Taxonomy: the cognitive domain
- Bloom’s Taxonomy: the affective domain
- Self-directed and independent learning
- Surface and deep learning
- Interprofessional Problem based learning
- Program Evaluation
- Curriculum and Course Design
- Leadership and Change
- Teaching Tools
Cells alphabetically
- Central Purpose of teaching (everyone should start here)
- Bloom's Taxonomy: the cognitive domain
- Bloom’s Taxonomy: the affective domain
- Change: Adoption, Implementation, Institutionalization
- Effective Feedback
- Learning Environment and climate
- Logic Models for Program Evaluation 1: Purpose and Parts
- Logic Models for Program Evaluation 2: Creating and Using
- Prior learning and cognitive load
- Resistance to change: Friend, not Foe.
- Small group learning
- Surface and deep learning
- Writing Learning Outcomes/Objectives
Glossary
Activities (of a program)
- Logic Models for Program Evaluation 1: Purpose and Parts
- Logic Models for Program Evaluation 2: Creating and Using
Apply
Adoption
Approval
Atmosphere
Change
Climate
Cramming
Deep learning
Environment
Fidelity of change
Inputs
- Logic Models for Program Evaluation 1: Purpose and Parts
- Logic Models for Program Evaluation 2: Creating and Using
Leadership
Logic models
- Logic Models for Program Evaluation 1: Purpose and Parts
- Logic Models for Program Evaluation 2: Creating and Using
Memorizing
Motivation
Objectives
Outcomes (of programs)
- Logic Models for Program Evaluation 1: Purpose and Parts
- Logic Models for Program Evaluation 2: Creating and Using
Outputs (of programs)
- Logic Models for Program Evaluation 1: Purpose and Parts
- Logic Models for Program Evaluation 2: Creating and Using
Program Components
- Logic Models for Program Evaluation 1: Purpose and Parts
- Logic Models for Program Evaluation 2: Creating and Using
Program effectiveness
- Logic Models for Program Evaluation 1: Purpose and Parts
- Logic Models for Program Evaluation 2: Creating and Using
Remember
- Surface and Deep Learning
- Remember, understanding, and problem-solving: Bloom's Taxonomy in the Cognitive Domain
Self-directed learning
- Self-directed and independent learning
- The Central Purpose of Teaching
Stakeholders
Surface learning
Thinking
Understand
Authors needed for future CORAL Cells
- Block and Mixed Learning and the Spiral Curriculum
- Content Quantity and Relevance
- OSCE Station Standard Setting
- Professional Identity Formation and the Affective Domain of Bloom’s Taxonomy
- Skills Training and the Psychomotor Domain of Bloom’s Taxonomy