Number
411
Name
Beyond Accommodation: Lecture Transcripts and Universal Design for Learning in Medical School
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Steve Garwood, Rowan-Virtua School of Osteopathic Medicine
Dawn Shell, Rowan-Virtua School of Osteopathic Medicine
Jacqueline Giacobbe, Rowan-Virtua School of Osteopathic Medicine
Emily Hoffman, Rowan-Virtua School of Osteopathic Medicine
Presentation Topic(s)
Instructional Methods
Description
PURPOSE
This study examined how first-year medical students, both with and without
diagnosed learning disabilities (LD), use and perceive the utility of lecture
capture transcripts. While lecture capture is a common practice in medical
school, transcripts are not frequently provided, despite Universal Design for
Learning (UDL) guidelines advocating for text equivalents to support diverse
learning needs.
METHODS
At the conclusion of the first-year curriculum, a descriptive
cross-sectional survey evaluating the use and perceived utility of lecture
transcripts was administered to 290 first-year medical students across two
curriculum tracks (lecture-based SGL or team-based PBL). A total of 150
students completed the 15-question survey (51% response rate). Data analysis
consisted of descriptive analysis of quantitative responses and qualitative
analysis of text responses.
RESULTS
Overall, 84% of respondents (n=126) reported using transcripts at least
rarely. Students used transcripts while viewing a recording (73%) or to
search individual recordings (42%). Transcripts were used to enhance
comprehension, improve efficiency, aid note-taking, clarify unclear audio,
understand rapid speech/accents, and quickly locate information. Students who
reported being diagnosed with a learning disability (19% of respondents)
valued transcripts for accommodating diverse needs, such as improving focus,
boosting verbal working memory, and providing visual support for complex
terminology. Among all users, 80% agreed that transcripts helped them learn
and achieve course goals, and 70% agreed that transcripts enhanced exam
performance.
CONCLUSION
Findings confirm the widespread use of transcripts among first-year medical
students, highlighting their role as a valuable study aid. The majority of
students (91%), regardless of curriculum track or LD status, strongly or
somewhat agreed that transcripts are valuable. This indicates that
transcripts serve as a universally beneficial learning tool that aligns with
UDL principles and promotes effective engagement with medical content.
This study examined how first-year medical students, both with and without
diagnosed learning disabilities (LD), use and perceive the utility of lecture
capture transcripts. While lecture capture is a common practice in medical
school, transcripts are not frequently provided, despite Universal Design for
Learning (UDL) guidelines advocating for text equivalents to support diverse
learning needs.
METHODS
At the conclusion of the first-year curriculum, a descriptive
cross-sectional survey evaluating the use and perceived utility of lecture
transcripts was administered to 290 first-year medical students across two
curriculum tracks (lecture-based SGL or team-based PBL). A total of 150
students completed the 15-question survey (51% response rate). Data analysis
consisted of descriptive analysis of quantitative responses and qualitative
analysis of text responses.
RESULTS
Overall, 84% of respondents (n=126) reported using transcripts at least
rarely. Students used transcripts while viewing a recording (73%) or to
search individual recordings (42%). Transcripts were used to enhance
comprehension, improve efficiency, aid note-taking, clarify unclear audio,
understand rapid speech/accents, and quickly locate information. Students who
reported being diagnosed with a learning disability (19% of respondents)
valued transcripts for accommodating diverse needs, such as improving focus,
boosting verbal working memory, and providing visual support for complex
terminology. Among all users, 80% agreed that transcripts helped them learn
and achieve course goals, and 70% agreed that transcripts enhanced exam
performance.
CONCLUSION
Findings confirm the widespread use of transcripts among first-year medical
students, highlighting their role as a valuable study aid. The majority of
students (91%), regardless of curriculum track or LD status, strongly or
somewhat agreed that transcripts are valuable. This indicates that
transcripts serve as a universally beneficial learning tool that aligns with
UDL principles and promotes effective engagement with medical content.