Luke, Karl
2021.
Twelve tips for designing an inclusive curriculum in medical education using Universal Design for Learning (UDL) principles.
MedEdPublish
10
(1)
, 118.
10.15694/mep.2021.000118.1
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Abstract
An inclusive curriculum anticipates and provides strategies to support a diverse range of learners. Universal Design for Learning (UDL) offers medical educators three core principles, which can be used to design curriculum objectives, activities, instructional materials, and assessments with embedded flexibility, equitability, and representation to support diverse learners. Drawing on the available literature and author experience, this article presents twelve tips based on UDL principles for designing and implementing an inclusive curriculum in medical education. This article also questions the purpose of medical curricula and makes recommendations for fostering inclusivity within and beyond the curriculum setting.
| Item Type: | Article |
|---|---|
| Date Type: | Publication |
| Status: | Published |
| Schools: | Schools > Medicine |
| ISSN: | 2312-7996 |
| Date of First Compliant Deposit: | 10 May 2021 |
| Date of Acceptance: | 10 May 2021 |
| Last Modified: | 06 May 2023 04:19 |
| URI: | https://orca.cardiff.ac.uk/id/eprint/141190 |
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