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Twelve tips for designing an inclusive curriculum in medical education using Universal Design for Learning (UDL) principles

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: Medicine
ISSN: 2312-7996
Date of First Compliant Deposit: 10 May 2021
Date of Acceptance: 10 May 2021
Last Modified: 06 Jan 2022 02:24
URI: https://orca.cardiff.ac.uk/id/eprint/141190

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