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

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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.
    Original languageEnglish
    Article number3784
    JournalMedEdPublish
    Volume10
    Issue number1
    DOIs
    Publication statusPublished - 10 May 2021

    Keywords

    • Universal Design for Learning (UDL)
    • inclusive curriculum
    • curriculum design
    • inclusivity
    • medical education
    • systemic barriers

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