Problem-Based Learning About Problem-Based Learning: Lessons Learned from a Student-Led Initiative to Improve Tutor Group Interaction.

This article summarizes a student-led effort to improve tutor group interactions among second-year medical students in a hybrid problem-based learning (PBL) curriculum. Dissatisfaction with PBL had led to superficial tutorial discussions that students escaped to study for board certification exams. Following the PBL principle of using intrinsically motivating problems, the student investigators created board-style questions with accompanying facilitation guides for tutors to present as 'mini-problems' to stimulate case-related discussion.

Extending "Beyond Diversity": Culturally Responsive Universal Design Principles for Medical Education.

This commentary follows up on Maduakolam et al. (2020) "Beyond Diversity: Envisioning Inclusion in Medical Education Research and Practice," which introduced Culturally Responsive Universal Design for Learning (CRUDL) as an approach to accounting for learner diversity in educational theory development and curriculum design. We flesh out the principles of CRUDL, using publications in this issue of as case examples for how the principles work in action.

Beyond Diversity: Envisioning Inclusion in Medical Education Research and Practice.

This commentary examines the publications in Teaching and Learning in Medicine's Issue 32(5) from the perspectives of Black, female medical trainees. Its purpose is to demonstrate how including diverse perspectives in general medical education scholarship could prompt reconsideration of basic concepts and the development of richer, more nuanced, and practicable understanding of who medical learners are. An inclusive concept of medical education is a first step toward "culturally responsive universal design for learning," an approach to educational design that views barriers to learning as a systems problem, recognizes racism as a learning barrier, and offers learners multiple means to achieve academic success.