The Universal Design for Learning Framework in Anatomical Sciences Education

Abstract

Over the past decades, teaching and learning within the discipline of anatomy has undergone significant changes. Some of these changes are due to a reduction in the number of teaching hours, while others are related to advancements in technology. Faced with these many choices for change, it can be difficult for faculty to decide on which new developments in anatomical education need or indeed can be integrated into their course to enhance student learning. This article presents the universal design for learning (UDL) framework—an informed, evidence‐based, and robust approach to underpin new course design and pedagogical reform in anatomy education. Universal design for learning is not a theory but a framework grounded in cognitive neuroscience that focuses on engaging multiple brain networks. The guidelines for UDL are organized into three core principles: (1) provide multiple means of representation, (2) provide multiple means of action and expression, and (3) provide multiple means of engagement. The learning space within the anatomy laboratory provides an excellent opportunity in which to apply this framework. This article also describes current trends employed in the teaching of anatomy. The principles of UDL are then outlined, followed by a description of how UDL approaches have been applied in the design and delivery of anatomy practical teaching to first year medical students at University College Cork. Future implications for this work are a consideration and investigation of how a course designed with the principles of UDL at its heart ultimately benefits student learning.

The impact of autism-related training programs on physician knowledge, self-efficacy, and practice behavior: A systematic review

“…These data also highlight the potential application of the Universal Design for Learning (UDL) framework, which promotes the idea that educational materials should be maximally accessible and adapted to meet the needs of the learner. This framework has already been used in a variety of medical education settings (Balta et al, 2021; Dickinson & Gronseth, 2020) and can be used to make specialized autism training programs accessible to a diverse audience. This will help ensure that as many physicians as possible are able to benefit from the positive effects of these specialized training programs.…”

Medical Students’ Opinions of Anatomy Teaching Resources and Their Role in Achieving Learning Outcomes

“…The gross anatomy curriculum is delivered in the first year and the neuroanatomy curriculum in the second year. The anatomy curriculum is divided into four main blocks (upper and lower limbs; cardiovascular and respiratory systems; abdomen, male/ female reproductive organs, and pelvis; and neuroanatomy) with a total of 163 h (30% lectures, 70% laboratory practical sessions) [9]. In the laboratory session, students are assigned to a particular group and work in a rotation system.…”

“…When designing an anatomy curriculum, it is important to consider both the teaching methods and resources that must be integrated in order to provide an enhanced learning experience [8]. Providing a more robust sensory experience along with an active style of learning and teaching will generally lead to an effective encoding of the presented information [9]. This can include integrating additional relevant visuals, using a variety of manipulative models and specimens, or simply presenting the same information multiple times and within different contexts [10].…”

“…With this plethora of teaching resources that can be utilized and implemented by instructors, it is necessary to use them in an effective learning combination. A recent study by Balta and colleagues provided a framework to assist faculty in utilizing teaching resources in an optimal way to achieve student learning [9]. This study suggests the Universal Design for Learning (UDL) framework as an effective tool to enhance student learning.…”

Teaching a blind student anatomy during the Covid‐19 pandemic

“…These guidelines recommend providing multiple options for engagement, representation, action, and expression to allow students with varying abilities to optimize their learning. The implementation of these guidelines in anatomical education has been specifically described recently by Balta and colleagues ( 2021 ).…”