Outcomes Assessment in Professional Programs: Audit of Competency Assessment and the Impact of Reasonable Adjustments on Veterinary Medicine Students’ Attainment at the University of Glasgow

Recent analysis of UK higher education found a 90% increase in students with disabilities. These students are eligible to receive reasonable adjustments (RAs) during examinations. However, research on the impact of RAs on veterinary Objective Structured Clinical Examinations (OSCEs) remains limited. This highlights the necessity to assess current practices of RAs in veterinary education to ensure examinations are equitable and accessible. This audit evaluated RAs in OSCEs at the University of Glasgow Veterinary School from 2018 to 2024. It analyzed the performance of students with RAs compared to the main cohort. At the University of Glasgow, veterinary students sit summative OSCEs in the second and fourth years to assess Day One clinical competencies, as defined by professional accreditation bodies. Students with RAs comprised 11% of the second-year cohort and 9% of the fourth-year cohort. Statistical analysis found no significant difference in overall pass rates between students with RAs and those without (second year, p = .344; fourth year, p = .658), suggesting that current RAs support equitable outcomes. Similarly, there was no significant difference in the median number of stations passed for fourth-year students ( p = .372). However, the second-year RA students showed a borderline nonsignificant result ( p = .052), indicating a potential attainment gap warranting further investigation. While the retrospective design and small RA cohort limit generalizability, the findings provide valuable insights into how RAs affect student performance. Ongoing evaluation and refinement of RAs and assessment strategies are essential to ensure inclusivity and accurate demonstration of clinical competence for all students.