Audit of Competency Assessment and the Impact of Reasonable Adjustments on Veterinary Medicine Students’ Attainment at the University of Glasgow

Valerie de Boer; Laura Hunter

The percentage of UK university students diagnosed with specific learning difficulties (SpLDs) has continually risen in recent years (Advanced HE, 2022). Students with SpLDs are among those who receive Reasonable Adjustments (RAs) during examinations. However, to date there is little research published on the impact of RAs on veterinary exams. This highlights the necessity to assess current practice of RAs in veterinary education to ensure examinations remain equitable and accessible to all students. At the University of Glasgow veterinary students sit summative Objective Structured Clinical Examinations (OSCEs) during second and fourth year. These practical exams are used as a robust testing method to assess students “day one” clinical competencies, as per the standards set by the Royal College of Veterinary Surgeons (RCVS, 2023). This audit evaluated the impact of reasonable adjustments (RAs) on veterinary students’ performance in summative OSCEs at the University of Glasgow from 2018 to 2024. Statistical analysis was conducted to determine whether veterinary students in receipt of RAs attained significantly different results in OSCEs compared to the main cohort. Data from second- and fourth-year students were analysed, with RA students comprising 11% and 9% of the cohorts, respectively. Statistical analysis revealed no significant difference in overall pass rates between students with RAs and those without (second year: p = 0.344; fourth year: p = 0.658) indicating that current RAs promote equity. There was no significant difference in the median count of stations passed for fourth year students (p=0.372) however, the borderline non-significant result for second year (p=0.052) RA students suggests a potential attainment gap. Whilst the audits’ retrospective nature and relatively small population of students with RAs limits generalisation, it has revealed insights that could credibly enhance the understanding of how RAs impact student performance. These findings highlight the need for ongoing evaluation and refinement of assessment strategies to ensure inclusivity. Further research is required to understand the specific impact of RAs on student performance in OSCEs and to optimise accessibility in veterinary education.

Audit of Competency Assessment and the Impact of Reasonable Adjustments on Veterinary Medicine Students’ Attainment at the University of Glasgow

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