What's the DL on UDL: Incorporating Universal Design for Learning in Pharmacy Curricula

AACP Annual Meeting, July 2024

1. What’s the DL on UDL: Incorporating Universal Design for Learning in Pharmacy Curricula Meghan Bauer, MBA, RPh, Director of Experiential Education, University of Saint Joseph, [email protected]   Zhao Li, PhD, Associate Professor, Department of Pharmaceutical Sciences, University of Saint Joseph, [email protected]   Alaina Rotelli, PharmD, BCACP, Associate Professor, Department of Pharmacy Practice, University of Saint Joseph, [email protected]   Kaitlin Walsh, PhD, Assistant Dean for Academic Affairs, University of Saint Joseph, [email protected] Stephanie Zahn, PharmD, BCACP, Associate Professor, Department of Pharmacy Practice, University of Saint Joseph, [email protected]   

2. Objectives Outline the foundational concepts of Universal Design for Learning (UDL) and its importance in educational settings. Identify common barriers in traditional teaching methods that may create challenges for diverse learners. Apply UDL principles to the design of instructional materials and assessments in order to enhance accessibility and inclusivity in the pharmacy curricula.

3. Outline 

4. Overview of UDL

5. Universal Design for Learning Faculty Institute ​ Project Aims Increase each faculty participant's knowledge and skills related to the implementation of UDL, create a local model of faculty professional learning that effectively meets students' needs, and  increase student engagement and mastery of learning outcomes.

6. UDL Cohort’s Timeline of Fellowship Session Overview 1 UDL Introduction and Overview of Plus One Solution 2 Design Thinking 3 Learning Outcomes 4 UDL Principle: Engagement 5 UDL Principle: Representation 6 UDL Principle: Action and Expression 7 Presentations

7. UDLs Neurological Basis

8. “Big Ideas” Learners UDL Goal: Build Expert Learners Purposeful and Motivated Knowledgeable and Resourceful Strategic and Goal Oriented Expect variations in how learners "learn" Barriers DESIGN!!!!! Learning outcomes-our foundation Methods-strategies, activities, and facilitation of learning Materials-multiple means of media Assessments-determining what was learned

9. 3 Key Principles Engagement Representation Action & Expression

10. Engagement

11. Affective Networks: The " Why " of Learning GOAL : Develop expert learners who are  Purposeful & Motivated

12. 3 Guidelines on Engagement

13. 7: Recruiting Interest Optimize individual choice and autonomy Videos, lectures, podcasts, tables vs slides Have learners set their own goals and help in design of course/activities Optimize relevance, value and authenticity Tailor activities so they can be relevant to students' goals and interests Explain the purpose and utility Minimize threats and distractions Create routines, schedules and timelines while also providing variation in class session Provide a supportive environment and involve all students

14. 8: Sustaining Effort & Persistence Heighten salience of goals and objectives Set a vision and highlight why it matters! Vary demands and resources to optimize challenge Scaffold and emphasize process, effort and improvement Foster collaboration and community Encourage peer mentoring Increase mastery-oriented feedback Ensure feedback emphasizes effort and is relevant, constructive, frequent and timely

15. 9: Self Regulation Promote expectations and beliefs that optimize motivation Personal goals to help inspire confidence and ownership of learning  Facilitate personal coping skills and strategies Reducing internal and external distractors Develop self-assessment and reflection Awareness of progress, learning from mistakes and feedback

16. Example Evidence Based Practices / Drug Information Course: Survey students about goals of course prior to first day Provide multiple drug information question (DIQ) prompts Peer reviews of draft papers 1:1 teacher/student meetings for feedback on outlines Provide detailed checklist and rubric Students submit self-grade/reflection along with DIQ

17. Table Discussion How would you apply the " Engagement " principle to one of your classes?

18. Representation

19. GOAL : Develop expert learners who are ​ Resourceful & Knowledgeable Recognition Networks: The " What " of Learning

20. 3 Guidelines on Engagement

21. 1: Perception Offer ways of customizing the display of information Share Word Document instead of PDF so students can alter font size, break up paragraphs. Offer alternatives for auditory and visual information Engage subtitles in a video

22. 2: Language & Symbols Clarify vocabulary and symbols Construct meaning using different representations Clarify syntax and structure Make patterns explicit Support decoding of text, mathematical notation and symbols Make sure texts and symbols don't distract from the learning goals Promote understanding across languages Use translations, descriptions, movement and images to support learning Illustrate through multiple media Use simulations, graphics, activities and videos

23. 3: Comprehension Activate or supply background knowledge Tie back materials from didactics or experiential experiences Highlight patterns, critical features, big ideas and relationships Accentuate learning goals Guide information processing and visualization  Scaffold patient cases Maximize transfer and generalization Relate experiences in the classroom to experiential settings

24. Example Preceptor Development in Experiential Education Site visits to deliver content in-person Printed Power Point slide tutorials for reference 3-to-5 minute microlearning video tutorials accessible on Experiential Learning Platform CORE ELMS

25. Table Discussion How would you apply the " Representation " principle to one of your classes?

26. Action & Expression

27. GOAL : Develop expert learners who are ​ Strategic & Goal-Directed Strategic Networks: The “ How " of Learning

28. 3 Guidelines on Action & Expression

29. 4: Physical Action Vary the methods for response and navigation Adapt labs and patient care so that all can participate Optimize access to tools and assistive technologies Utilizing a specialized stethoscope for students that are hard of hearing

30. 5: Expression & Communication Use multiple media for communication Art, videos, podcasts Use multiple tools for construction and composition Paper cases vs electronic health records Build fluencies with graduated levels of support for practice and performance Provide examples of care notes or fill-in materials to help students get started

31. 6: Executive Functions Guide appropriate goal-setting SMART goals Support planning and strategy development Provide scaffolds, rubrics, and checklists Facilitate managing information and resources Have templates for students to utilize Enhance capacity for monitoring progress  Create deadlines or draft submissions

32. Example Integrated Endocrine Pharmacotherapeutics Course: Embed questions throughout presentation slides allowing students to "stop and think" Provide bullet points and guides for note-taking Implement same set of formative assessment questions before and after lecture Show representations of progress

33. Table Discussion How would you apply the “ Action & Expression " principle to one of your classes?

34. Results of the UDL Program Across USJ 100% of all participants indicated that they were likely to use UDL-informed practices in their instruction beyond the Institute. 57% of courses taught by instructors in the program saw improvements in student grades .   Faculty who applied UDL in their courses saw a change: 26% indicated students' performance on assessments improved 14% saw student participation increase 9.5% reported that they now offer more flexibility 33% reported positive feedback from students 4.8% commented that the program improved their teaching One department revised its admission process in a way that is congruent with UDL.

35. Dive Deeper  Discuss amongst your group Write down your thoughts on the index card Text your thoughts on: Padlet®

36. Additional Resources

37. Special Thanks!!!!!! Corinne Consolini, PharmD, BCACP Jennifer Podoloff, PharmD, BCPP Tiffany Tsai, PharmD, BCACP

38. References  CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

39. Program Design-From Proposal Introduction (5-10 minutes)-Kaitlin Overview of UDL principles and Plus One solutions   Engagement Principle (15 minutes)-Stephanie Discuss the engagement principle and examples of incorporation in pharmacy curricula  Active Learning – table discussion (5 minutes)   Representation Principle (15 minutes)-Meghan Discuss the representation principle and examples of incorporation in pharmacy curricula  Active Learning – table discussion (5 minutes)  Action and Expression Principle (15 minutes)-Zhao Discuss the action/expression principle and examples of incorporation in pharmacy curricula  Active Learning – table discussion (5 minutes)  Closing Remarks and Conclusions (5-10 minutes)-Alaina Recap/summarize key takeaways from faculty and audience, questions, and insights