Using Universal Design for Learning (UDL) as a framework to understand Medical Students’ needs and preferences for teaching in Geriatric Medicine

Background:

Universal Design for Learning (UDL) is an educational framework promoting multiple means of engagement, representation, and expression to align with diverse learning needs. We applied UDL principles to evaluate teaching methods within the Geriatric Medicine placement at Cardiff University’s School of Medicine, aiming to identify student preferences, explore factors influencing engagement, and inform development of a more inclusive teaching portfolio.

Methods:

Fourth-year medical students on their Geriatric Medicine placement completed a structured survey about teaching modalities, including bedside teaching, small-group seminars, lectures, online modules, and podcasts. A follow-up focus group explored the reasoning behind survey responses.

Results:

96 students (79.2% female) completed the survey. Bedside teaching was the preferred modality for 51 (53%), while nearly half (46%) favoured scheduled lectures over self-directed learning. Despite 86% reporting confidence with digital platforms, e-learning modules and podcasts were the preferred teaching modalities of just 2% and 1% respectively.

Male students preferred a broader mix of modalities: 41% selected bedside teaching as their top choice and 19% favoured simulation sessions. International students (7.3%) showed stronger preference for structured teaching, with 71% favouring scheduled lectures.

Seven students (7.3%) reported neurodivergence. All indicated that greater variety of learning resources would be beneficial, and 86% reporting that flexibility in learning, being able to choose when and how to study, would improve exam performance.

Conclusions:

Bedside teaching remains the most valued method of instruction, but students recognised that it is constrained by staffing, workload, and logistical limitations. Addressing these challenges within a UDL framework, by expanding the teaching portfolio through case-based learning and structured interactive face-to-face sessions may complement the benefits of clinical contact while improving accessibility. By responding to varied learner needs and preferences, this project supports development of an inclusive geriatric medicine teaching programme to enhance student engagement, promote equitable learning, and improve exam performance.