Managing digital divide in a fully integrated, community-engaged medical curriculum within a hyper-diverse context : reflections from Western Sydney University School of Medicine

This chapter presents three case studies to illustrate how digital divide was managed under the COVID-19 restrictions at the Western Sydney University School of Medicine. The school is situated in a hyper-diverse region and adopts a fully integrated, community-engaged curriculum which, among others, is reflected in the composition of its student body, staff, and community partners. The case studies are discussed using a student-centred framework at three levels: the micro (educational interface), meso (university policy), and macro (social and cultural factors) levels. This chapter discusses the often-overlooked skills and agility required by the diverse teaching team members to transition to remote learning while juggling other work and life demands. The lessons learned from this reflection may apply to other disciplines and country contexts during and beyond the pandemic.