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Background and Purpose: Universal design (UD) teaching approaches provide access to learning environments for diverse postsecondary students; however, UD practices in healthcare education have rarely been examined. The purpose of this study was to evaluate the construct validity and reliability of the revised Universal Design in Healthcare Education (UDinHE) instrument. Methods: The exploratory structural equation model (ESEM). Results: The ESEM revealed an acceptable model with good internal consistency for the subscales, except trialability (α =.59). All scales had a Cronbach's alpha >.70, except social system support. In the final CFA without trialabiity, the model showed good adjustment to the data Χ²(334, n = 222) = 651.188, comparative fit index (CFI) = 0.91, Tucker–Lewis index (TLI) = 0.90, root mean square error of approximation (RMSEA) = 0.90, 95% confidence interval [CI] [0.06, 0.07]). Conclusion: This instrument performs similarly with a broader population of healthcare educators as with nurse educators; however, future instrument refinement is warranted. [ABSTRACT FROM AUTHOR]

An editorial is presented on the world of higher education dramatically changed as over 1,300 colleges and universities across the U.S. suddenly closed their campus doors and switched to online formats. Topics include the rapid transition from the traditional classroom setting to a virtual environment in a short time was challenging for educators, and the healthcare education programs requiring clinical hours were in crisis mode as clinical agencies were not allowing students at their facility.