Results

What course feedback surveys surfaced — in students' own words.

Course feedback surveys indicate that students value having content in different formats: for reinforcing complex concepts, and for bridging gaps during clinical absences. The tool also lets the course produce supplemental learning materials quickly — material that would otherwise be too time-intensive to create by hand.

In students' words

“I really like that I can listen to the lectures again when I am on the subway going home. I found it very useful to consolidate my learning.”
“Lecture summaries had more information that was missing in the slides. It helped me put concepts together.”
“The lecture summaries helped me summarize the entire concept concisely and helped me remember for the exam. Overall, every resource in this course was tremendously helpful.”

What the feedback shows

The themes line up with the design intent. Students used the formats the way UDL predicts they would: re-listening to consolidate, reading summaries to fill gaps the slides left, and turning the material into something exam-ready. The value was not any single output — it was having a choice of formats for the same content.

For the educator: the assistant compresses hours of manual material-creation into a reviewed, ready-to-publish set of study aids — making it realistic to offer this support for every lecture, not just a few.

Quotes are drawn from course feedback surveys as presented at Education Day 2026. Survey instruments and response counts are documented separately by the course.