Differentiated Instruction as a Viable Framework for Meeting the Needs of Diverse Adult Learners in Health Professions Education

Health professions education (HPE) instructors are often challenged with simultaneously teaching adult learners of varying educational levels, needs, and backgrounds. With an increased focus on interprofessional education, instructors may be tasked with teaching extremely diverse audiences during a...

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Bibliographic Details
Published inMedical science educator Vol. 33; no. 4; pp. 975 - 984
Main Authors Colbert, Colleen Y., Foshee, Cecile M., Prelosky-Leeson, Allison, Schleicher, Mary, King, Rachel
Format Journal Article
LanguageEnglish
Published New York Springer US 01.08.2023
Subjects
Education
Medical Education
Inclusion
Health professions education
Diversity
Non-traditional learners
Equity
Interprofessional
Differentiation
Adult learners
Fairness
Differentiated instruction
Adaptation
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Summary:Health professions education (HPE) instructors are often challenged with simultaneously teaching adult learners of varying educational levels, needs, and backgrounds. With an increased focus on interprofessional education, instructors may be tasked with teaching extremely diverse audiences during a single educational session. While some aspects of differentiated instruction (DI) have been implemented within HPE contexts, the DI framework appears to be relatively unknown in many fields. Evidence from a range of educational fields outside of HPE supports the use of DI as a framework to enhance fairness, diversity and inclusion while meeting core instructional needs. In this Monograph, we explore DI and offer strategies for implementation amenable to many HPE settings.
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ISSN:2156-8650
2156-8650
DOI:10.1007/s40670-023-01808-w