Creating Accessible Online Content for Health Professions Education.

IF 5.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Academic Medicine Pub Date : 2025-01-06 DOI:10.1097/ACM.0000000000005970

Kathleen Huth, Lori Newman, Lisa Meeks, Traci Wolbrink

引用次数: 0

Abstract

Abstract: In 2021, nearly 6% of learners studying medicine disclosed disabilities, which was more than double that of 2015.1 Learners seek accommodations for visual, hearing, mobility, and learning disabilities, as well as chronic health conditions. Strategies for supporting accessibility align with best practices for audiovisual and instructional design; however, they are not consistently used in online education. Health professions educators are responsible for ensuring online content is accessible to all learners.

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为卫生专业教育创建可访问的在线内容。

摘要：2021年，近6%的医学学习者披露了自己的残疾，这一比例是2015年的两倍多。学习者因视觉、听力、行动和学习障碍以及慢性健康问题寻求住宿。支持无障碍的战略与视听和教学设计的最佳做法保持一致；然而，它们并没有一直用于在线教育。卫生专业教育工作者有责任确保所有学习者都能访问在线内容。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Academic Medicine 医学-卫生保健

CiteScore

7.80

自引率

9.50%

发文量

982

审稿时长

3-6 weeks

期刊介绍： Academic Medicine, the official peer-reviewed journal of the Association of American Medical Colleges, acts as an international forum for exchanging ideas, information, and strategies to address the significant challenges in academic medicine. The journal covers areas such as research, education, clinical care, community collaboration, and leadership, with a commitment to serving the public interest.