Universal Design for Learning Case Study: Engaging medical students with chemistry through enhancing relevance and diversifying assessment

An inorganic chemistry module for undergraduate medicine students was redesigned based on student feedback, using Universal Design for Learning principles to improve student experiences. The main aim was to boost engagement by maximising chemistry's relevance to medicine, while minimising distractions and accessibility-barriers. Structural supports built into large modules reduce need for once-off accommodations. Redesign choices included pre-scheduled communications, accessible learning materials, videos, varying assessment (including peer-assessment), and linking learning to student-generated examples of medicinal applications. Redesign ensured most prior critiques did not recur in post-implementation feedback. Focus group comments and a general uplift of grades largely supported positive impact of interventions.