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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