Awareness of Universal Design for Learning among anatomy educators in higher level institutions in the Republic of Ireland and United Kingdom

Dempsey, Audrey M K; Hunt, Eithne; Lone, Mutahira; Nolan, Yvonne M.

doi:10.1002/ca.23947

Cited by 4 publications

(2 citation statements)

References 89 publications

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“…Assessment in UDL aims to improve design by allowing the learner to evaluate it. This enhancement intends to contribute to the development, advancement, and transmission of knowledge, emphasizing the importance of active participation in the learning process (Dempsey et al, 2022).…”

Section: Universal Design For Learning (Udl)mentioning

confidence: 99%

The Examination of the Reflections of the Universal Design Learning-Based Gender Role Program on University Students

Güleryüz,

Yurtseven

2024

Uluslararası Eğitim Programları Ve Öğretim Çalışmaları Dergisi

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The purpose of this study is to investigate the effects of a Universal Design for Learning (UDL)-based gender role program on university students. The research was carried out utilizing an embedded mixed research design. The participants in the research took part in a UDL-Based Gender Role Program that focused on sustainable development goals and gender equality. The study group included 15 female (83.3%) and three male (16.7%) university students enrolled in undergraduate programs at a foundation university during the 2021-2022 academic year. The Gender Roles Attitude Scale, reflection papers, learning diaries, and focus group interviews were used to collect data. SPSS was used to conduct quantitative data analysis using the Wilcoxon Signed-Rank Test. The content analysis technique was used to analyse the qualitative data. The quantitative results of the study found no statistically significant difference between participants' pre-test and post-test scores in terms of egalitarian gender roles, female gender roles, and total scores for sub-dimension of gender roles in marriage. However, the post-test showed a statistically significant difference in overall scores for traditional gender roles and male gender role sub-dimensions. The qualitative outcomes of the study revealed that studies on gender roles have a positive impact on participants' perceptions and awareness.

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Section: Universal Design For Learning (Udl)mentioning

confidence: 99%

The Examination of the Reflections of the Universal Design Learning-Based Gender Role Program on University Students

Güleryüz,

Yurtseven

2024

Uluslararası Eğitim Programları Ve Öğretim Çalışmaları Dergisi

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“…[4] In contrast, anatomical models, ranging from two-dimensional illustrations to three-dimensional replicas, may complement dissection-based learning, offering additional visual aids and interactive tools, (Grigorieff, N et al, 2017). [5] The emphasis on technology-enhanced learning is notable, with virtual dissection tools and 3D anatomical models contributing to a dynamic and immersive educational experience, (Acharya, N. R et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Comparative effectiveness of cadaveric dissection versus anatomical models in teaching anatomy: A global analysis focused on medical schools in low and middle –income Countries versus High-Income Countries: A systematic review

Michael Nnaemeka Ajemba,

Chioma Judith Iroanya,

Chinweike Ironegbu

2024

World J. Adv. Res. Rev.

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Background: The general trends and issues related to anatomy teaching in medical schools, with a focus on the comparison between low and middle-income countries (LMICs) and high-income countries (HICs) is a huge topic in medical education history as arguments about effectiveness o the methods and instruments of the teaching is constantly discussed. There are significant disparities in anatomy teaching between HICs and LMICs, primarily driven by differences in resources and infrastructure. Aim: This systematic review aims to analyze the comparative effectiveness of cadaveric dissection versus anatomical models in teaching anatomy. The primary focus of this study is to assess the feasibility and practicality of employing cadaveric dissection versus anatomical models in resource-constrained settings Examine students’ perception and satisfaction with learning experience when taught anatomy using cadavers or anatomical models, Compare the outcomes and experiences of teaching anatomy with cadavers or models in medical schools and Evaluate the cultural and ethical aspects influencing the choice between cadaveric dissection and anatomical models in medical education. Method: A comprehensive search strategy was employed to identify relevant studies published in peer-reviewed journals, conference proceedings, and grey literature databases. Inclusion criteria encompassed articles reporting on of cadaveric dissection versus anatomical models in teaching anatomy. Conclusion: The comparative effectiveness of cadaveric dissection and anatomical models in teaching anatomy is a complex and multifaceted issue, with considerations extending beyond educational outcomes to encompass economic, logistical, and ethical dimensions. While both methods have their merits, medical schools in LMICs face distinct challenges that require innovative solutions.

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Awareness of Universal Design for Learning among anatomy educators in higher level institutions in the Republic of Ireland and United Kingdom

et al. 2022

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There is an increasing need to facilitate enhanced student engagement in anatomy education. Higher education students differ in academic preferences and abilities and so, not all teaching strategies suit all students. Therefore, it is suggested that curricula design and delivery adapt to sustain learner engagement. Enhanced learner engagement is a fundamental feature of Universal Design for Learning (UDL). The aim of this study is to determine if anatomy educators in the Republic of Ireland (ROI) and United Kingdom (UK) are aware of UDL and to assess if, and to what extent, it has been implemented in the design and delivery of anatomy curricula for healthcare students. An anonymous online questionnaire was administered to anatomy educators in higher level institutions in the ROI and UK. Inductive content analysis was used to identify the impact of UDL on student learning, engagement, and motivation, as perceived by the participants. The response rate was 23% (n = 61). Nineteen participants stated they knew of UDL. Of these, 15 had utilized UDL in their teaching of anatomy. Analysis indicated that the perception of UDL was mixed. However, the majority of responses relating to UDL were positive. The majority of the respondents were unaware of UDL but identified the frameworks' checkpoints within their curriculum, suggesting they have unknowingly incorporated elements of UDL in their curriculum design and delivery. There is a lack of information on the benefits of explicit utilization of UDL for engagement and motivation to learn anatomy in healthcare programs in the ROI and UK.

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Awareness of Universal Design for Learning among anatomy educators in higher level institutions in the Republic of Ireland and United Kingdom

Cited by 4 publications

References 89 publications

The Examination of the Reflections of the Universal Design Learning-Based Gender Role Program on University Students

The Examination of the Reflections of the Universal Design Learning-Based Gender Role Program on University Students

Comparative effectiveness of cadaveric dissection versus anatomical models in teaching anatomy: A global analysis focused on medical schools in low and middle –income Countries versus High-Income Countries: A systematic review

Awareness of Universal Design for Learning among anatomy educators in higher level institutions in the Republic of Ireland and United Kingdom

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