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Extending "Beyond Diversity": Culturally Responsive Universal Design Principles for Medical Education.

Erica Jaiyeola Odukoya1, Tatiana Kelley2, Barra Madden2

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Teaching and Learning in Medicine
|April 1, 2021
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Culturally Responsive Universal Design for Learning (CRUDL) offers a framework for inclusive medical education. This approach accounts for learner diversity and historical trauma in curriculum design and research.

Keywords:
Curriculum designdiversityinclusionuniversal design for learning

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Area of Science:

  • Medical Education
  • Curriculum Design
  • Educational Theory

Background:

  • Learner diversity and inclusion are critical in medical education.
  • Existing frameworks may not fully address the complexities of diverse learners.
  • Historical trauma impacts learning experiences and requires specific consideration.

Purpose of the Study:

  • To elaborate on the principles of Culturally Responsive Universal Design for Learning (CRUDL).
  • To demonstrate the practical application of CRUDL using case examples from "Teaching and Learning in Medicine."
  • To explore how inclusive research can inform curriculum design for diverse learning experiences.

Main Methods:

  • Scholarly thought exercise and commentary.
  • Analysis of publications within "Teaching and Learning in Medicine" as case studies.
  • Exploration of the interplay between social identity, learning environment, and engagement.

Main Results:

  • CRUDL principles provide a feasible and promising approach to curriculum development.
  • Case examples illustrate the practical implementation of CRUDL in medical education.
  • Understanding the interaction of social identity and environment is key to diverse learning outcomes.

Conclusions:

  • CRUDL offers a robust framework for creating accountable and inclusive medical education curricula.
  • This approach can help bridge the gap between ideals and actions in medical education.
  • Evaluating curriculum design through the lens of CRUDL promotes equitable learning environments.