Purpose of review: Educators in anesthesia residency programs across the country are facing a number of challenges as they attempt to integrate blended learning techniques in their curriculum. Compared with the rest of higher education, which has made advances to varying degrees in the adoption of online learning anesthesiology education has been sporadic in the active integration of blended learning. The purpose of this review is to discuss the challenges in anesthesiology education and relevance of the Universal Design for Learning framework in addressing them.
Recent findings: There is a wide chasm between student demand for online education and the availability of trained faculty to teach. The design of the learning interface is important and will significantly affect the learning experience for the student.
Summary: This review examines recent literature pertaining to this field, both in the realm of higher education in general and medical education in particular, and proposes the application of a comprehensive learning model that is new to anesthesiology education and relevant to its goals of promoting self-directed learning.