UDL in Medical Education

Striving for Inclusive Teaching through Universal Design for Learning

1. 1. 1. 1. UDL Handout
         2. UDL  Slides
         3. Small Group Activity Collaborative Space
         4. ACGME Assessment Guidebook https://www.acgme.org/globalassets/PDFs/Milestones/Guidebooks/AssessmentGuidebook.pdf
         5. Ambrose, S.A., Bridges, M.W., Lovett, M.C., DiPietro, M., & Norman, M.K.. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey-Bass
         6. Balta JY, Supple B, O’Keeffe GW. The Universal Design for Learning Framework in Anatomical Sciences Education. Anat Sci Educ. 2021;14(1):71-78. https://doi.org/10.1002/ase.1992
         7. Dempsey AMK, Lone M, Nolan YM, Hunt E. Universal design for learning in anatomy education of healthcare students: A scoping review [published online ahead of print, 2021 Dec 4]. Anat Sci Educ. 2021;10.1002/ase.2160. https://doi.org/10.1002/ase.2160
         8. Frost, H.D. Regehr, G. (2013) “I AM a Doctor”: Negotiating the Discourses of Standardization and Diversity in Professional Identity Construction. Acad Med. 2013 – Oct; 88 (10): 1570-1577 https://doi.org/10.1097/ACM.0b013e3182a34b05
         9. Guckian J, Eveson L, May H. The great escape? The rise of the escape room in medical education. Future Healthc J. 2020;7(2):112-115. https://doi.org/10.7861/fhj.2020-0032
         10. Luke K., (2021). Twelve tips for designing an inclusive curriculum in medical education using Universal Design for Learning (UDL) principles ‘, MedEdPublish, 10, [1], 118, https://doi.org/10.15694/mep.2021.000118.1
         11. Might, H. Eliminating bias from medical school admissions. March 24, 2022 accessed April 23, 2022 https://www.aamc.org/news-insights/eliminating-bias-medical-school-admissions
         12. Ortman JM, Guarneri CE. (2009) United States Population Projections: 2000 to 2050 https://www.census.gov/content/dam/Census/library/working-papers/2009/demo/us-pop-proj-2000-2050/analytical-document09.pdf
         13. Rudolf H, & Schwabe A. (2017) “Yes! Use Your Cell Phones!” Active Learning with Technology in an Anatomy and Physiology Lab HAPS Educator 21 (3): 75-79.  https://files.eric.ed.gov/fulltext/EJ1228008.pdf
         14. Theobald EJ, Hill MJ, Tran E, et al. Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proc Natl Acad Sci U S A. 2020;117(12):6476-6483. https://doi.org/10.1073/pnas.1916903117
         15. Winkelmes, M. Bernacki, M. Butler, J. Zochowski, M. Golanics, J. Weavil, K. (2016). A Teaching Intervention that Increases Underserved College Students’ Success. Peer Review. 18. Full text at http://www.aacu.org/peerreview/2016/winter-spring/Winkelmes 
             • Transparent Assignment Template
             • Transparent Assignment Checklist
         16. The Universal Design for Learning Guidelines https://udlguidelines.cast.org/
             • Universal Design for Learning Checklist
         17. MedEdPortal The Journal of Teaching and Learning Resources
         18. MERLOT curated online learning and support materials and content creation tools
         19. • MedEdPortal and MERLOT resources

             A Just-in-Time Active Learning Jumpstart for Faculty

             Jennifer Hillyer, Northeast Ohio Medical University

             • Faculty can navigate to relevant resources by visiting the NEOMED COM faculty development home page:  Faculty Development | College of Medicine | NEOMED
             • The just-in-time active learning resources are housed on the webpages for Faculty Teaching M1 Students and Faculty Teaching M2 Students.
               • The ABCs of Active Learning provides and overview and comparison of active learning strategies.
               • Constructing a Case-Based Learning Session outlines a stepwise approach to planning and managing a CBL session.
               • Peer Instruction Question Writing summarizes the basic steps to writing a peer instruction (PI) question.
               • The Overview of Peer Instruction provides a short overview of a typical PI session.
               • Peer Instruction Session Planning offers some best practices to prepare faculty for their own PI session.
               • Problem-Based Learning Practical Tips outlines problem-based learning (PBL) criteria, best practices, common challenges, and a faculty checklist.
               • Principles of PBL summarizes PBL pedagogy, uses, and outcomes.
               • #MedEdPearls – Harvard Macy Community Blog