Universal Design for TBL®: Promoting Inclusion and Access for All Learners

Jesse Moore; Sienna Searles; Leigh Ann Holterman; Cara Simone; Kathryn Huggett

doi:10.1007/s40670-019-00827-w

Universal Design for TBL^®: Promoting Inclusion and Access for All Learners

Med Sci Educ. 2019 Oct 26;30(1):595-596. doi: 10.1007/s40670-019-00827-w. eCollection 2020 Mar.

Authors

Jesse Moore¹, Sienna Searles¹, Leigh Ann Holterman¹, Cara Simone¹, Kathryn Huggett¹

Affiliation

¹ The Robert Larner MD College of Medicine, University of Vermont, 89 Beaumont Ave, Burlington, VT 05405 USA.

Abstract

Our institution introduced team-based learning (TBL^®) in 2015. Students shared concerns that the interactivity and loud volume of TBL might disadvantage students uncomfortable with group work, with auditory processing disorders, or who need testing accommodations. We share our efforts to ensure all students can benefit from TBL.

Keywords: Accommodation; Active learning; Curriculum; Instruction; Noise level; TBL; UDL.