Fostering interactive medical education: integrating Web 2.0 tools through a universal design for learning framework

Abstract

Background: The effective use of technology is essential for fostering inclusive and engaging learning environments. Objective: This study evaluated the impact of an experiential faculty development program based on Universal Design for Learning (UDL) principles and the use of Web 2.0 tools. We examined how this program influenced the integration of technology among medical educators. Design: A total of 262 faculty members participated from 2020 to 2022. Two months post-training, data were collected via surveys and focus groups. Results: Results showed a significant increase in participants' use of previously unfamiliar tools, particularly Google Forms (50%) and Wooclap (29.5%). Participants cited pedagogical reasons (such as ease of use, increased student engagement, and support for inclusivity) as key drivers of adoption. In contrast, time constraints and lack of technical support were key barriers to broader use. Conclusions: This study underscores the value of hands-on, practice-based training in digital pedagogy and highlights the importance of institutional support to sustain meaningful and widespread technology integration in medical education.