Abstract
We read with interest article by Balta and colleagues describing the process of integrating the Universal Design for Learning (UDL) Framework into anatomy education (Balta et al., 2021). As anatomy education pivots towards technology-led blended learning strategies which recognize increases in transactional distances (Stone and Barry, 2019), the authors describe how to increase the quality of limited contact time. They indicate that UDL principles enhance learning output in three ways: by providing multiple means of representation, multiple means of action and expression, and multiple means of engagement.
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