The Nottingham School of Veterinary Medicine and Science is the first new veterinary school for over 50 years. The curriculum is an innovative and exciting approach to the professional training of veterinary students. It uses a ‘body systems’ based approach (e.g. musculoskeletal, cardiorespiratory) which integrates basic science and clinical medicine from day one. Teaching delivery uses many methods including signposting lectures, clinical case scenarios, directed/structured self study and practical classes. Assessment, both formative and summative, uses multiple choice questions (MCQs), practical examination (as Objective Structured Practical Exams [OSPE]), electronic response systems (e.g. Qwizdom) and in-course assessment. We therefore thought it important to seek student feedback on the novel delivery of this course and whether students from differing backgrounds responded differently to the teaching methods. The response was assessed by questionnaire and performance in summative and formative assessments.

This study assessed the association between sex, student background (e.g. graduate or non-graduate), teaching delivery method and student performance. Student perception of the learning environment was evaluated using questionnaires, and delivery methods were analysed by assessment outcomes. To provide a balanced overview of student opinion, questionnaires were completed at the start and end of the first year of teaching. Results were collected from formative and summative assessments after each module of teaching. Data analysis was performed by ANOVA and F-test using a statistical package (Minitab Statistical Software).

The first year intake comprised 80 females and 20 males, of which 80 are undergraduates and 20 are graduates. In their first year the students have undertaken three key modules, each assessed out of 100.

1. Cardiorespiratory module – this was assessed by either knowledge or problem-based essays. Non-graduate males did significantly less well (p<0.05) in 1) knowledge-based essays (average=51.89) compared with problem based essay (average=62.51) and 2) in knowledge-based essay compared to non-graduate females (average=51.89 vs. 59.8, respectively). No significant differences were observed in any of the other parameters tested.

2. Neuroscience module – assessed by OSPE. There was a trend for females to perform slightly better than males.

3. Musculoskeletal module - assessed by OSPE. No significant differences were identified for any variable.

Summary: Combining the results of all three modules giving a cumulative score out of 300 for all assessments demonstrated that females (average=195.4) performed significantly (p<0.03) better than males (average=184) in their first year, however it is acknowledged that the greater proportion of females in the year group (80%) may have skewed the results. Further analysis will be performed to examine any relationship between student perception of different teaching formats and performance in assessment.

It is encouraging that in our first year intake student background did not appear to influence assessed examination performance, with two exceptions: 1) females generally performed better than males and 2) non-graduate males generally performed less well in knowledge-based as opposed to problem-based essays. This preliminary data suggests that our unique selection process successfully identifies students that respond equally well to the variety of new teaching delivery methods. Whilst it appears that 1st year undergraduate males remain behind females in terms of academic ability the data is young and will be followed through their remaining 4 years of study. Possible limitations of the study are the bias towards females and undergraduates and consequent small number of males and graduates. Nevertheless the numbers are sufficient to permit meaningful analyses.

This study allowed a detailed evaluation of a new approach to veterinary curriculum delivery. Attention to the outcome of teaching delivery ensures a greater student learning experience and provides validation to the teaching delivery. Student background is an important variable to consider for the effectiveness of teaching delivery. The results of this study will provide useful information for external quality assessors and examiners for review of the new veterinary course. Ultimately, with further data, publication of our findings may impact on the recruitment, teaching and assessment in other veterinary schools.

Overall Conclusion In contrast to the general literature, there is little difference in performance between male and female veterinary students. In addition, assessment results show that in their first year student background did not have any bearing on performance. The student selection process therefore successfully identifies students that responded equally well to the variety of teaching delivery methods.