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May 10, 2019

Optimizing Learning Opportunities 

in Clinical Education:Universal Design for 

Learning

Lori Letts, PhD, OT Reg. (Ont.)Wenonah Campbell, PhD

NOSM Preceptors’ Workshop

Presenter Disclosure

Speaker Names: Lori Letts & Wenonah Campbell

• Lori Letts and Wenonah Campbell are both employees of McMaster University, in the School of Rehabilitation Science. They will use examples from their work in the SRS throughout the workshop.

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Disclosure of Financial SupportThe workshop presenters have received financial support from the Northern Ontario School of Medicine in the form of reimbursement for travel expenses incurred by the presenters.

Potential for conflict(s) of interest:

Neither Lori Letts nor Wenonah Campbell have any identified conflicts of interest associated with this workshop presentation.

Mitigating Potential BiasPresenters will identify when they are using examples from their work at McMaster University.

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Workshop Objectives

By the end of the workshop, participants will:

1. Be able to describe the principles of universal design for learning (UDL)

2. Generate practical applications of UDL principles for clinical education

3. Identify strengths and challenges associated with UDL in clinical education

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Planned Agenda

• Icebreaker• Overview of UDL principles• Examples of Application of UDL in the SRS at

McMaster• Considering applications in Clinical Education:

Around the world activity• Challenges with UDL in Clinical Education• Next Steps / Planning

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IcebreakerGetting to Know You the UDL Way

Goal: Prepare a Themed Meal for Four Friends Greek

Vietnamese

Japanese

Indian

Mexican

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How would you go about doing this?

• Conditions: You have unlimited resources to accomplish this task. The sky is the limit.

• Consider the following in your groups:– I would learn best if… – I would not learn very well if …

• Let’s discuss for 5 minutes at your tables and then we will debrief.

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What’s Going on Here?

• We all have different:– Work styles– Personality styles– Learning styles

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Think Back, Way Back…

Great Experiences Bad Experiences

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What’s Going on Here?

• Are some supervisors great and others terrible?– (maybe )– Usually not

• Our “great” supervisors were able to create a learning environment that worked for us– Maybe their natural work style happened to be the

same as yours– Maybe they enjoyed finding creative ways to make

systems work for different students

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Why are we here today? What is our UDL story?

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Todd Rose: The Myth of Averagehttp://www.youtube.com/watch?v=JaFiclBDXP0&sns=em

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• Did this video resonate with you? Why or why not?

• What key messages did you take away? This Photo by Unknown Author is licensed under CC BY‐SA‐NC

UDL is Inspired by Universal Design

“environments and products, to the greatest extent possible, should be usable by everyone.”

(Ron Mace, Center for Universal Design, www.ncsu.edu)

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This Photo by Unknown Author is licensed under CC BY

This Photo by Unknown Author is licensed under CC BY

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More Key Messages about UDL

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• Offers a framework for thinking about how to optimize the learningenvironment

• Supports educators and curriculum developers to consider variability in learners

• Invests time upfront, meaning lessretro-fitting later

Adapted from: http://www.udlcenter.org/aboutudl/whatisudl)

Put another way….

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UDL shifts the focus from equality to accessibility!

Equality Equity Accessibility

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UDL does not mean we change our learning goals, but we do look for

ways to separate the means from the goal when that makes sense!

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Get fit by doing sit ups. Get fit.

Said another way…

UDL is tight on goals, but

flexible on means.

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GOAL

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Outcome vs. Process• Learning outcomes are key in this process:

– Outcomes aka standards, competencies are non-negotiable

– They must be demonstrated by the learner, sometimes in a specific way or time frame

• In contrast, consider the following:– Expectations that are tradition– “This is how we have always done it.”

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UDL has three principles…

Engage with content and concepts in different ways

Represent content in different ways

Express knowledge and skills in different ways

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Each principle has three guidelines

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Engagement

• Options for recruiting interest

• Options for sustaining effort and persistence

• Options for self‐regulation

Representation

• Options for perception

• Options for numbers, language, & symbols

• Options for comprehension

Expression

• Options for physical action

• Options for expression & communication

• Options for executive functions

Each guideline has several checkpoints

• Checkpoints suggest specific strategies for implementation

• http://udlguidelines.cast.org/

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Putting it all together…

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Questions and 

Reflections

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Examples of UDL at SRS

Representation• Provide a glossary of

terms before class• Leave a technique

video online for repeat access

• Post slides in advance of class

• Use a mix of text, diagram, audio, video

• Incorporate breaks, large group work, small group work

• Offer pre-class readings, videos, etc.

Expression

• Live or pre-recorded presentations

• Essay or blog style written assignments

• Written or audio-recorded reflections

• Exams with a mix of question types

• Flexible time limits unless learning outcomes dictate a time limit

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Engagement• Use technology to

turn traditionally in-class tasks to home-based tasks

• Allow a choice of assignment parameters (e.g., presentation must be geared toward medical residents OR educational assistants)

• Allow a choice of topics for assignments

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Examples of UDL Today

Representation• Provided handout

and slides in advance

• Using a mix of text, diagram, audio, video

• Incorporating breaks, large group work, small group work

• Taking photographs of flipchart results or emailing typed version

Expression

• Speaking to large group

• Speaking to small group

• Writing on flipchart

• Recording key take away messages (writing, voice memo, photograph)

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Engagement

• Choosing which meal to prepare

• Encouraging collaboration with table‐mates

• Clearly linking topic to daily practices

• Varying attentional demands

Activity: UDL “Around the World”

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Challenges with UDL in Clinical Education

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What will you take away with you today?

• Low Stakes Activities– Projects– Background

information

• Higher Stakes Activities – Documentation– Client interactions

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Your reflection from today’s workshop, ….did we meet the objectives?

1. Describe the principles of universal design for learning (UDL)

2. Generate practical applications of UDL principles for clinical education

3. Identify strengths and challenges associated with UDL in clinical education

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Learn more about UDL• Websites about UDL

– www.cast.org

– http://udloncampus.cast.org/home#.VzTaYXo5UmE

• UDL Theory and Practice E-Book– http://udltheorypractice.cast.org/login

(Free though login is required)

• Latest information about accessibility at universities across the province of Ontario– http://www.accessiblecampus.ca/

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Thank You!

We welcome your feedback.

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