University of Glasgow s2

University of Glasgow Review of Departmental Programmes of Teaching, Learning and Assessment

Self Evaluation Report Faculty of Veterinary Medicine 17th November 2006 Contents page number

A Introduction...... 2 B Overall Aims of the Programme...... 2 C Evaluation of the Programme...... 2 C1 Aims...... 2 C2 Intended learning outcomes...... 2 C3 Assessment and achievement...... 2 C3a Summary of Assessment Methods...... 2 C3b Development of summative assessment material...... 2 C3c Provision of information to students...... 2 C3d Summary...... 2 C4 Curriculum design and content...... 2 C4a Modes of delivery...... 2 C4b Intended skills...... 2 C4c Main strands of curriculum...... 2 C4d Curriculum content...... 2 C4e Curriculum review...... 2 C4f Students with disability...... 2 C4g Extra Mural Study...... 2 C4h Assessment of curricular quality...... 2 C5 Student numbers and progression...... 2 C5a Student numbers and profile...... 2 C5b Student progressions and support...... 2 C6 Effectiveness of provision...... 2 C6a Learning and teaching...... 2 C6b Recruitment of teaching staff...... 2 C6c Evaluation methods...... 2 C6d Staff training and development...... 2 C6e Programme documentation and administration...... 2 C7 Resources and deployment...... 2 C7a Teaching staff...... 2 C7b Additional external funding...... 2 C7c Technical support...... 2 C7d Administrative support...... 2 C7e Teaching and learning resources...... 2 D Maintenance and enhancement of standards...... 2 E Maintenance and Assurance of Quality...... 2 F Enhancing the student experience...... 2 G Summary of Key Strengths and Areas for Improvement...... 2 H Summary of Appendices...... 2

2 List of abbreviations

AAVMC Association of American Veterinary Medical Colleges ACMR Annual Course Monitoring Report ASC Academic Standards Committee AVMA American Veterinary Medical Association BOS Board of Studies BSc(VetSci) Bachelor of Science in Veterinary Science BVMS Bachelor of Veterinary Medicine and Surgery CCIMS Course Content Information Management System CID Course Information Document CLA Collaborative Learning Assignment CLIVE Computer Learning in Veterinary Education CVG Clyde Valley Veterinary Group EAEVE European Association of Establishments for Veterinary Education EdSPC Education Strategy & Policy Committee EMS Extra Mural Study FACMR Faculty Annual Course Monitoring Report FMG Faculty Management Group FQAO Faculty Quality Assurance Officers FTE Full Time Equivalents GOALS Greater Opportunity of Access and Learning with Schools GUVMA Glasgow University Veterinary Medical Association HEA Higher Education Academy ICM Institute of Comparative Medicine ILT Institute for Learning & Teaching in Higher Education L&T Learning & Teaching LACS Large Animal Clinical Studies Moodle Virtual Learning Environment OSCE Objective Structured Clinical Examination PDP Personal Development Planning PD&R Personal Development & Review PDSA Peoples Dispensary for Sick Animals QAA Quality Assurance Agency for Higher Education RCVS Royal College of Veterinary Surgeons SACS Small Animal Clinical Studies SDL(A) Self Directed Learning (Assignment) SSPCA Scottish Society for the Prevention of Cruelty to Animals VLE Virtual Learning Environment (Moodle) VMCAS Veterinary Medical Colleges Admissions Service WHAP Working in Health Access (Widening Access to Medicine to Medicine, Veterinary Medicine and the Health Professions)

3 A Introduction

Name of Department: Faculty of Veterinary Medicine

Self Evaluation Report prepared by: Professor Martin Sullivan- Associate Dean for Learning & Teaching, Mrs. Joyce Wason- Director of Admissions & Student Support Manager, Ms. Arlene Macrae- Course Support Administrator With input from: Course Co-ordinators, Board of Studies & students.

Academic Year of Review: 2005-2006 Range of provision: This report covers the BVMS programme, which is accredited by the American Veterinary Medical Association (AVMA), the European Association of Establishments for Veterinary Education (EAEVE) and the Royal College of Veterinary Surgeons (RCVS). Although the Faculty does offer intercalated BSc(VetSci) programmes, no student has availed themselves of these options for at least the last 6 years. The report does not cover intercalated options in the Faculty of Biological and Life Sciences as they were included in the review of that Faculty.

Concise background information on the Faculty: The Faculty was restructured in 2004 into one Department, with 6 divisions for line management and staff development that are roughly aligned around research themes. Responsibility for the leadership and administration of courses rests with Course Co-ordinators and the Teaching Unit respectively. The divisions from which staff are drawn for teaching purposes are Cell Sciences, Infection and Immunity, Pathological Sciences, Companion Animal Sciences, Animal Production and Public Health. Additional external subject specialists are brought in to contribute to several of the courses, though mainly in the clinical Year 4. The student FTEs for the BVMS degree programme in October 2006 were 530. A list of staff with co-ordinating and administrative roles in the programme is provided in Appendix 1. The committee structure supporting the BVMS programme is shown in Appendix 2.

Physical resources for the BVMS programme: Garscube Estate Veterinary campus comprises the following facilities that are divided into 4 main geographical areas. 1. The Institute of Comparative Medicine Complex 2. The McCall Building Complex 3. The Campbell and Stewart Complex 4. The Weipers Complex

1. The Institute of Comparative Medicine Complex comprises 5 linked buildings that house both teaching and research functions  The Jarrett Building houses 1 lecture theatre; 2 teaching laboratories; 1 diagnostic support laboratory; 1 animal dissection room; reptile teaching accommodation; microscopy facility; research laboratories; 7T MRI Facility and staff offices  The Henry Wellcome Building for Comparative Medical Sciences was opened in 2005 and contains research laboratories; 1 seminar room/meeting room; staff resource centre with cafeteria; insectory facility; and staff offices  The Urquhart Building houses 2 research laboratories; 1 seminar room and staff offices  The Botham and MacRobert Buildings both house research laboratories and staff offices

2. The McCall Building is the main administrative unit for the Faculty  The McCall Building has 3 stories and is linked with the clinical units. It houses 2 lecture theatres; 4 seminar rooms; 3 laboratories; clinical skills laboratory; post mortem unit; student computer centre; 2 residential flats; and administration & staff offices. The main part of the Small Animal Clinic resides in this building as does the SA Isolation Unit. Food Animal teaching area; 2 seminar rooms and animal accommodation also form part of the building

4  The McCall Building Integrated Annexe also houses part of the Small Animal Clinic; student locker rooms; 2 residential flats; student showering facilities; James Herriot Library; 1 seminar/meeting room and staff offices

3. The Campbell and Stewart Complex caters for social, clinical and teaching demands  The Campbell Building is a 2 storey building housing the refectory and social area on floor 1 and the main clinical skills laboratory and multi-faith prayer room on the ground floor  The GUVMA Common room constructed in 1997 is the undergraduate student social area  The Utility Theatre Complex comprises 1 large open operating theatre; preparation area; instrument store  The Stewart Building houses the communication skills suite and clinical staff offices  The Large Animal Isolation Unit provides secure isolation facilities for both Food and Equine species

4. The Weipers Complex is the main equine clinical and teaching unit  The Weipers Centre for Equine Welfare houses the Equine hospital, completed in 2003; 1 lecture theatre; technology transfer complex and staff offices  The Indoor Riding School. 3 loose boxes and a work area  Stable block with 10 hospital boxes and laboratory There are also residential houses, North and South Lodge (4 persons) and Home Farm Cottages (3 persons) within the Estate, which provide additional accommodation for duty interns and residents

5. Off-site Facilities Cochno Farm Complex (20mins journey)  Cochno Farm This is a 850 acre grassland enterprise carrying commercial animal production facilities including a 90 head herd of Holstein-Friesians; Hereford X beef suckler herd; breeding flock of 550 mule ewes and purebred Texel and Dorset Down flocks for breeding and research purposes. There is high grade handling and restraint facility for 20-30 cows used in teaching exercises and 3 lambing halls that are also used for student teaching  Cochno Research Centre – Large Animal Surgery (standing surgery) and prep room; 12 animal accommodation units; 2 cattle courts; sheep barn and pens and laboratory  Cochno House – Teaching facilities over 3 floors with 5 seminar rooms; changing and lunching rooms; small meeting rooms and 4 residential rooms

Supplementary Clinical Teaching Premises  Clyde Valley Group (CVG) (45 mins journey) is a mixed rural practice which has recently moved into custom built new premises. It has a high equine and small animal caseload in addition to its food animal clinical service  PDSA Shamrock Street (15 mins journey) is a very busy charity small animal clinic  SSPCA Clinics (15 mins journey) are busy animal shelters for abandoned dogs and cats for re- homing  Houston Equine Veterinary clinic (20mins) is a primary equine clinic  Forsythe Dermatology Clinic (15 mins) is a busy secondary opinion practice

5 B Overall Aims of the Programme

(See Appendix 3 Programme Specification) The overall aim of the five year BVMS degree is to provide an evolving quality educational programme in a research rich environment that will prepare students for future careers as veterinarians. The programme is designed to imbue the knowledge, philosophy, professional and technical skills such that the graduate feels confident to practice the art and science of veterinary medicine and surgery, and which prepares students for the profession that anticipates life-long learning and continuing professional development.

The aims are integrated into the curriculum by course teaching teams establishing defined intended learning outcomes.

Although veterinary practice does vary throughout the world, approval by the AVMA, the EAEVE and the RCVS allows our graduates to practice in North America, Australia, New Zealand, South Africa and throughout the EU, without recourse to special examinations required of foreign graduates. This broadens the employment opportunities for our graduates, and indirectly the experiential opportunities to undergraduates pursuing EMS.

6 C Evaluation of the Programme

C.1 Aims The current BVMS programme last underwent major change in 1980 when there was a marked reduction in didactic load in Years 4 & 5 to allow the introduction of a lecture free clinical final year. At the time this was a novel innovation in veterinary education, which has now been taken up by all other UK veterinary schools. More modest change was put in place following recommendations from the RCVS that there should be a stronger cohesive basic science element in the early years of the course. The introduction of a 2 year Biomolecular course in 2001 addressed this matter. More recently (2003), 3 courses relating to companion animal science were merged and restructured, with a reduction in the didactic element, which was refocused from organ disease to either decision making or problem based approaches. A re-shaped curriculum is in development, which will see changes in didactic load, altered methods of assessment and clinical material moving to earlier in the programme.

The aims of the programme are to enable the students to meet the requirements of accreditation bodies; EAEVE, AVMA (which has 9 clinical competency outcomes), and RCVS (which has identified day 1 core competencies expected of students (Appendix 4). The last RCVS/EAEVE accreditation visitation was 2002 (Appendix 20) and the most recent AVMA visitation was 2006, following which we have been re- accredited till 2013. The aims are also focussed on outcomes defined in the QAA Benchmark Statement for Veterinary Science www.qaa.ac.uk/academicinfrastructure/benchmark/honours/vet_sci.asp

 To provide opportunities to understand the molecular and cellular mechanisms that underpin veterinary medicine and surgery  To provide opportunities to gain knowledge of the anatomy, physiology, husbandry and management of the healthy domestic animal in its normal environment  To provide opportunities to gain knowledge of the mechanisms and agents of disease  To aid development of an awareness of the economic and public health significance of animal disease  To provide learning experiences and opportunities so that students are familiar with the epidemiology, signs, therapies and control measures relating to animal disease  To offer opportunities for the development of transferable, intellectual, personal and practical skills essential for a veterinary surgeon

The programme is not currently credit rated and is not assigned a SCQF level. However, for the sake of the Programme Specification it is noted at Level 11 (Appendix 3). Notional credits are used to show the weighting of different courses and to enable changes to be made through CCIMS.

C.2 Intended learning outcomes The intended learning outcomes for the BVMS programme can be found in Appendix 5. The 16 individual courses each have stated ILOs specific to that course. The ILOs for individual courses are located in the Course Information Documents (Appendix 6).

The intended learning outcomes are clearly defined and permit a student to be specific about the major goals they should seek to attain during the BVMS programme. Equally the student can be confident that the assessments are based around demonstrating achievement of the above goals.

7 C.3 Assessment and achievement

C.3.a Summary of Assessment Methods The intention of the assessment methods employed is to ensure that the Faculty can demonstrate to itself, students and external examiners that the intended learning outcomes are achievable and are achieved, by students at each stage in the programme and that at graduation they are deemed fit by the Royal College of Veterinary Surgeons to be worthy of being admitted to membership of said Royal College. The intention is also to demonstrate to AVMA that the graduate has been provided with sufficient training to make them eligible to sit National & State Boards. The Faculty does not decree a standard set of assessment methods for the programme. Courses are allowed to develop assessment instruments independently, though scrutinised by BOS.

Summative Assessment- written  Multiple Choice Questions & True/False: to assess factual knowledge (Years 1-4)  Essay and short answer questions: to assess factual knowledge, integration and analysis (Years 1-4)  Self Directed Learning Assignments (Years 1, 3, & 4) are used to assess factual knowledge acquisition, integration, analysis and evaluation. They are also used to assess reflection and team working to a variable extent  Oral examination (Physiology 2nd year)  Class examinations (Years 1-3)

Despite the effectiveness of MCQs to demonstrate awareness of factual knowledge, MCQs are not particularly popular with students as negative marking is used. This is seen by students as punitive. This perception could be overcome by abandoning negative marking and using pass marks greater than 50%. This is proposed for the re-shaped curriculum. True/False questions are used in part of the programme. However, there is evidence that in paraclinical and clinical areas these are not good instruments, where facts are often subjective as best- fits. It is proposed to cease using T/F throughout the re-shaped curriculum and replace them with MCQs.

SDLAs (SDLA, Pharmacology Library Project, Parasitology Critical Analysis Exercise & Companion Animal Science CLA) have been used to encourage students to find and evaluate information at a greater depth than is delivered in the didactic part of the curriculum. The SDLAs generally have an ethical element, whereas the CAE & CLA introduces the student to in depth analysis of scientific research and clinical case material respectively. Whilst these have proven popular with staff, they have met some student resistance because of a perception of the amount of time they feel they require to spend on the topic, and that the assignments contain material that may deviate from core material perceived by students as necessary to pass the written examination. However, we believe it essential to keep this method of assessment if we are to meet the aim of the programme for life-long learning.

The CLA has come in for criticism from students because there is an element of peer assessment built into the grading process. However, we believe that this encourages team working. Despite their reservations we have been extremely pleased with the quality of work that they produce. The student comments appear to highlight that more effort needs to be made in the curriculum to imbue in the student the skills for student centred learning such as time-management, fact discrimination and team working.

Summative Assessment - practical  Laboratory steeplechase (spots): to assess application and understanding of knowledge (Years 1, 2 & 3)  Laboratory workbooks: to record and assess laboratory based work (Year 3)  MCQ questions to assess practicals (Physiology -Years 1& 2)

8  Animal Husbandry: to assess ability, to understand and to communicate effectively on husbandry conditions and handle animals safely and properly

Whilst these are staff intensive, they are considered essential in the development of veterinary students to reach the main goals of the programme, and all have a Health & Safety element inherently built in. Physiology MCQs to test practical skills appear to have worked well as they encourage group discussion. (Appendix 7 Health & Safety document)

Summative Assessment - clinical  Case-based Clinical Examination: to demonstrate case management through integration of knowledge, clinical observation, examination and clinical data (Year 5)  Objective Structured Clinical Examination: to assess acquisition of clinical skills and clinical reasoning (OSCEs- Years 4&5)

Case based clinical examination permits assessors to establish how well a student performs at progressing a clinical case. The inherent weakness is one of subjectivity and the fact that the examiner actively participates and leads the examination. Whilst this method of examination has its place, it should be downscaled and further work done to increase objectivity without making the process too artificial. This can be achieved by more forward planning and making the long case structured with less examiner direction and leading of the student.

Having looked at the practice and application of OSCEs in the medical undergraduate field, OSCEs were introduced into 2 courses to ensure that the effort of staff in clinical practicals and cases was rewarded in student performance in preparation for clinical EMS. Other reasons included a desire to examine a broader range of skills in a defined manner and to be able objectively to demonstrate clinical outcomes to satisfy the RCVS & AVMA. The goal will be to see this method of assessment introduced to all years of the programme in the re-shaped curriculum. We continue to expand the number of stations in each examination to improve reliability and breadth. We have found that they reduce staff burden during the examination period, though they are labour intensive to prepare. We hope to develop a growing bank of stations that can be re- used and thus reduce staff effort. OSCE is a framework to describe a number of different assessments e.g. data interpretation and communication skills. They have been used as the exit examination for small animal clinical studies in Year 5 for the last 3 years. Evidence to date suggests that they do not reduce the stress felt by students entering the exit examination.

To ensure quality all OSCEs are trialled with students in a formative manner so that they can be refined. The formative OSCEs are also used to implement training for assessors. However, given the small cohort of assessors that we are able to call upon, we do not perceive training to be a major issue. The pass mark for each station is set at what is considered basic competence and would meet a day 1 core competency. However, the pass mark for the examination is currently 12/23. We would like to change this progressively to demonstrate an increase in the quality of our outcomes. However, we are limited by a stricture imposed by a longstanding Faculty decision that a pass mark for examinations is set at 50%.

All examinations, but particularly OSCEs, generate a very large number of marks, which requires very significant administrative support and quality control over a very concentrated time-period.

Formative assessment - examples  Feedback from SDLA facilitators on progress and draft work for submission (years 1, 3, 4 & 5)  Feedback from teaching staff following class examinations (though they have a summative element)  Feedback from clinicians during clinical rotations  Feedback from tutors and demonstrators during practical classes  Mock OSCE examinations (years 4 & 5)

Class examinations play a smaller role in formative assessment than hitherto as these have become part of continual assessment and integral to the overall degree examination grade. Whilst

9 there are benefits to continual assessment, staff are reluctant to add further examinations that would be formative because of workload and an appreciation that students must take some responsibility for their learning in preparation for life-long learning now expected by the public and the profession. With the introduction of Moodle as the VLE, there are opportunities to exploit the potential for web based formative assessments. However, there is a resource issue that needs to be confronted, which hopefully the staff workload model and PD&R may resolve.

Student feedback is that they wish more formal formative assessment in Final year clinical rotations. Whilst we endeavour to provide formative feedback there is a problem of consistency due to the variation in case material that may be presented to students on a rotation. Repeated efforts at introducing a formal formative feedback systems go back 20 years, and each effort has floundered on lack of consistent objectivity between rotations and within rotations and clinician availability. However, we do have a system for identifying and mentoring failing students during the academic clinical year, which unfortunately does not praise good students. All students are given mock OSCEs midway through their small animal rotations, which are formative and where students are given immediate verbal feedback.

C.3.b Development of summative assessment material For years 1-5, teaching teams review the assessment methods and content as part of the ACMR process. Any modifications are discussed within the course team and where appropriate are referred to the BOS for consideration and approval. In recent years rapid change and flexibility have been hampered by the CCIMS process, which has acted as a disincentive for staff to undertake major change. The content of instruments of assessment are developed before the assessment by course teams and sent to the external examiners for scrutiny and modification. In Year 5 LACS external examiners are made aware of the structure of the examination and play an intimate role on the day, such that all students are seen by at least one external examiner in one of the stations.

SACS uses OSCEs. These are developed using a blueprint and staff are asked to provide OSCEs to match the blueprint (Appendix 8). The blueprint and the specific station content are sent to the external examiner for scrutiny before they are implemented. The stations are reviewed for reliability and consistency at the BOE in the light of actual student performance. The content of stations that cause concern is either modified or deleted from further use.

Whilst internal examiners are responsible for the creation of assessment material, external examiners play a key role in the development of assessment material. The reports that they produce have to be discussed by teaching teams and incorporated into ACMRs. We are bound to feed back to the eternal examiners the actions that we are going to take as a consequence of their reports. The BOS has a pivotal role in monitoring this process (Appendix 9 External Examiner Reports, ACMRs, FACMR)

C.3.c Provision of information to students Students are informed of the structure and process of assessments by:  Specific presentation by the course co-ordinator at the beginning of each academic year to highlight the importance of reading the CID (which contains information on methods of assessment, weighting of assessments, deadlines, examination dates, Code of Practice on Incomplete Assessment etc)  Specific presentation by the course co-ordinator at the beginning of each academic year to highlight changes from the previous year (any change is highlighted on the first page of the CID)  Written information in the CIDSs (Appendix 6)  The availability of the course materials on Moodle  Email & notice boards are used to communicate in-course information not available at the time of publication of the CIDs e.g. locations of examinations, variation on published timetable, oral lists

10 C.3.d Summary Strengths of assessment  Focused on aims  Focused on ILOs  Team approach to development of assessments  Pivotal role of external examiners  Varied instruments of assessment

Weaknesses  Banks of MCQs too small  Banks of OSCEs smaller than we would like  OSCEs require significant administrative support  Inadequate formative assessment in clinical Year 5  The use of Schedule A for OSCEs produced too high a percentage of A grades. Changing to Schedule B has reduced this number dramatically, but there is a question as to whether this adequately rewards students for good performance

Areas for development  Student Portfolio to be introduced in 2006-07 to Year 1 (preclinical) and Year 3 (clinical) as a method of reflective learning for EMS and PDP for students as future veterinary surgeons. This introduction will require effort in terms of training of staff and students and a honing of the process. The ultimate goal is that the Portfolio will be electronic.  Development of OSCEs for 5th year LACS  A CLA to enhance knowledge and awareness of biosecurity and bioterrorism  Moodle as a formative assessment tool

11 C.4 Curriculum design and content C.4.a Modes of delivery Clinical Case Work Clinical Skills Training Clinical-Pathological Demonstrations Collaborative Learning Laboratory Practicals Lectures Library Projects Oral Presentations Self Directed Learning Seminars Tutorials Workplace Visits (experiential learning)

The principal methods of knowledge transfer and acquisition remain didactic lectures and classical practicals (either in a laboratory or clinical environment).

The strengths of these 2 methods are  cost-effective in terms of staff resource  students are very comfortable with these traditional modes  deliver large volumes of filtered, sorted and weighted information  students are clear about the breadth and depth of knowledge required

The weaknesses are  students remain passive learners  they limit the opportunities for team working and peer criticism  they discourage self–directed/ student centred learning  they fail to develop reflective learning  excessive contact hours (Appendix 10)

Self Directed Learning in the form of SDLAs, Library Projects, Critical Analysis Exercise and CLAs have the advantage of countering the weaknesses identified above.

The lecture free final year allows the students to begin to act as veterinary surgeons in a controlled and safe environment. This is perceived as the best year by the students. However, students do struggle initially as the method of learning is the inverse of the first 4 years, where they now have to take control of their learning and their behaviour has to change to meet the demands of clinical responsibility.

C.4.b Intended skills The curriculum has evolved to create a horizontal tiering of subjects that build from preclinical to paraclinical to a clinical exit year so that there is a deep knowledge and understanding of the normal, disease states, recognition and management of disease. This is a rather classical structure for a veterinary undergraduate curriculum.

Subject Skills  skills in handling and examining animals  a knowledge of the legal context of veterinary practice  a sense of care and responsibility to patients and their owners and a welfare ethic for animals in general  a knowledge of the business context of veterinary practice  a good professional attitude and a high standard of professional behaviour

12 Transferable/ Key Skills  a spirit of intellectual curiosity and academic enquiry  an understanding of research techniques and critical evaluation  problem solving abilities  oral & written communication skills with staff, colleagues and the general public  interpersonal skills and team-working ability  professional development and life-long learning

C.4.c Main strands of curriculum Knowledge - This is primarily acquired through didactic lectures and practicals. Review of knowledge is achieved through targeted seminars, tutorials.

Clinical Competencies - Communication and clinical skills are acquired through small group teaching using clinical skills labs and the communications skills suite.

Research Opportunities - Summer vacation scholarships to work in research areas at the Faculty and furth of Glasgow are taken up by approximately 30% of our students.

C.4.d Curriculum content Appendix 10 gives a digest of the courses found in each year.

C.4.e Curriculum review The recognition that the programme had not undergone substantial and major change since the introduction of the lecture free final year has led to the creation of a Curriculum Working Group. Current proposals are to re-shape the curriculum by reducing the number of courses to 4 and making it more vertically tiered. In doing so didactic lecture load will be reduced, material streamlined and more emphasis placed on student centred learning to prepare graduates for a working environment that will demand life-long learning and re-accreditation. A Clinical Sciences course, merging with animal husbandry and management, will reach down from its current manifestations in 4th year to start in first year and run for 4 years. To enhance deep learning and improve perceived relevance of course material, pathology, microbiology and parasitology will merge to form a pathological sciences course that will run from years 1-3 rather than the current location in third year. For similar reasons, biomolecular sciences, anatomy, physiology and pharmacology will merge to form a Biomedical Sciences course which will again run over years 1- 3. Therapeutics will demerge from pharmacology and become a major component of the clinical sciences course, coupled with the introduction of veterinary pharmacy as a topic. The methods of assessment will be broadened, with particular emphasis on the extension of the SDL in each year of the course. It is envisaged that the CLA in the third year of the course will be dedicated to biosecurity and bioterrorism, in the form of simulations. To reflect the interest in and popularity of summer vacation research projects, we will seek the introduction of an intercalated Research Masters degree (Appendix 21). We have recognised, and this has been confirmed in our survey of graduate employers, that the curriculum does not adequately provide an understanding of the business (veterinary). We intend to address this by introducing a module, using staff drawn from other areas of the University combined with business managers working the in the profession.

C.4.fStudents with disability Students at admission are asked to indicate if they have disabilities that would compromise their learning. Due to the nature of the veterinary programme and profession, the inherent dangers of some disabilities to students, their peers and staff, we regretfully make some assessment of disability at the application stage that may preclude admission to the BVMS programme.

13 The Faculty in common with other similar Faculties, where students may act in a quasi- professional role, has instigated a Fitness to Practice Code. Since 2005-06 session all students are required to sign an agreement that they have read and will abide by the Fitness to Practice Code (Appendix 11). Should a breach occur, the student will be referred to a Faculty Fitness to Practice Committee. The committee, having considered the evidence, will agree with the student appropriate action and follow-up.

C.4.g Extra Mural Study The Faculty EMS programme, in common with all UK veterinary schools, requires students to undertake a minimum of 12 weeks preclinical EMS prior to year 3, and 26 weeks clinical EMS in years 3-5. The preclinical EMS experience is fundamental to the students' understanding of the basic management of the species concerned. It supplements the lecture course on Veterinary Animal Husbandry and provides a foundation upon which clinical experience can be built.

Individual students determine their own EMS programme, within the guidelines provided by the Faculty and the RCVS, and are thus able to explore particular areas of interest while also gaining valuable entry level clinical and professional skills. The Faculty has recently updated its clinical EMS requirements in light of the amended guidelines produced by the RCVS towards the end of 2005. Students in years 3-5 undertake a minimum of 26 weeks clinical EMS in veterinary practice, research and diagnostic laboratories, government veterinary services, abattoirs, food processing plants and other relevant clinical placements. At least 5 days of this time must be dedicated to public health related EMS, the majority of which will be undertaken in abattoirs.

Extramural studies are currently assessed using written case reports. However, the Faculty will introduce EMS/Professional Development Portfolios for session 2006-07 to enhance further both the students' reflection on their learning and the assessment method. Prior to commencing each section of the EMS programme students are given instruction on health and safety, insurance through membership of the British Veterinary Association, learning outcomes, quality assurance feed back requirements and assessment. The Faculty adheres strictly to the nationally agreed feed back system involving four feedback forms for each clinical placement; EMS 1 sets specific learning objectives prior to the placement and reviews them at the end of the placement, EMS 2 allows the EMS provider to feedback to the Faculty on the student's performance, EMS 3 allows students to feedback information on the placement provider and EMS 4 is a certificate of attendance. This system supports the setting and reflection on specific learning objectives by the student and also provides quality assurance. Students are advised on all aspects of EMS by the EMS Co-ordinator supported by a dedicated EMS secretary, and have access to both internal and external databases to aid in the selection of placements.

One of the key benefits of EMS is that it helps students begin to consider their career options well in advance of graduation. Indeed many students have found employment prior to graduation through EMS.

C.4.h Assessment of curricular quality We believe that overall the curriculum is of a high quality and allows the students to achieve the aims of the programme and their desire to be veterinary surgeons. We believe we can evidence this through the feedback from external examiners, who all have experience of teaching or are academics in fellow veterinary schools and are thus able to compare the quality of our students with those of their home institution. Given that there are only 7 UK Veterinary Faculties/Schools in the British Isles, external examiners usually have experience of at least one other institution apart from their own and the University of Glasgow. Further evidence is provided by the regular visitations that we have from external accreditation bodies; AVMA, EAEVE & RCVS (Appendix 20).

As part of the 2006 AVMA re-accreditation, the majority of graduate employers in the UK, and a selection from North America were surveyed. In addition, a focus group was held with senior Northern Ireland veterinarians. The survey posed 25 questions related to veterinary matters, dealing with clients and working with the practice team on a 1-5 Likert scale. The employers

14 appear satisfied with the Glasgow graduates. The three attributes scored highest (4) were knowledge, knowing when to seek advice and communication with clients. We believe the latter 2 are important in getting a successful start to a career as a veterinary surgeon. Appendix 12 Survey Questionnaire Appendix 13 Survey of veterinary graduates: 1 & 3-5 year post-graduation Appendix 14 Survey of veterinary employers

15 C.5 Student numbers and progression C.5.a Student numbers and profile The funding councils have strict controls on the number of funded veterinary student places in the UK. We are currently funded for 346.5 undergraduate places. As a consequence we admit 72 funded students into first year. In addition, we recruit significant numbers of students as graduate full cost entrants (Appendix 15 Admissions Data).

Student admission and enrolment are closely linked with Student Support, under the collective title of Student Services. Collectively, the objective of the Student Services Group is to ensure the admission of well qualified, highly motivated students to the course annually, and thereafter to offer them comprehensive support so that they can achieve their academic goals, while making the most of the many other opportunities that university life has to offer.

Minimum Academic Entrance Requirements for Admission The minimum requirements for admission to the Faculty are detailed in the University Prospectus that is published annually, and also in the Universities and Colleges Admissions Services Handbook. http://www.ucas.com/

Scottish Certificate of Education (SCE) Normally five SCE Highers, three at band ‘A’, one of which should be in Chemistry, and two at band ‘B’. Subjects must include Chemistry, Biology and either Mathematics or Physics, and all five Highers must be passed at one sitting of the examination. Candidates are then expected to complete a sixth year at school and generally offers will be made conditional upon them achieving high grade passes in their sixth year subjects at Higher, Advanced Higher, or ‘A’ level as appropriate.

General Certificate of Education (GCE) Normally three ‘A’ level passes in Chemistry, Biology and either Physics or Mathematics, grades AAB. Chemistry must be at grade A.

Graduate Entry Graduate entrants are expected to have an Upper Second Class or First Class Honours Degree in an appropriate subject area such as Animal Science, Zoology, Biochemistry or Physiology.

Overseas Students Candidates from North America will normally be considered for admission after they have satisfactorily completed three years of a college course, which includes Inorganic Chemistry, Organic Chemistry, Biology, Physics or Mathematics.

Selection Process The Faculty has an Admissions Committee composed of 24 members of academic staff, and 20 veterinary practitioners. The Dean acts as an ex officio member of the Committee. The Admissions Committee is convened by the Student Services Manager, who is a senior member of administrative staff within the Learning & Teaching Unit. The Admissions Convenor is responsible to the Associate Dean for Learning and Teaching.

All UK and overseas applications, with the exception of those from North America, are made through the UCAS. Since 2002, all North American applications are made through VMCAS. On receipt of the UK application forms, courses of study and qualifications are verified. Applicants with unsatisfactory subject combinations, poor examination results and/or poor predictions in pending examinations are rejected. Remaining applications are scrutinised by members of the Admissions Committee and approximately 250 are called for interview. North American applications are scrutinised by the Admissions Convenor and the Associate Dean for Learning & Teaching and approximately 120 are called for interview in the United States in February. A presentation is held each morning to which applicants and parents/friends are invited that includes a question and answer session. Telephone interviews for other overseas applicants are conducted

16 at the discretion of the committee. Overseas applicants frequently take the opportunity to visit the Faculty before finalising their decision.

The UK interview panel consists of the Convenor or the Associate Dean, one other member of the Admissions Committee and a practising veterinary surgeon. The interview panel in the USA consists of the Associate Dean and Admissions Convenor, or the Associate Dean and the Student Support Officer. In the course of the interview, which takes approximately thirty minutes, the panel looks for evidence of motivation, assesses the candidate’s communication skills and seeks his/her opinion on ethical and/or controversial veterinary matters. A tour of the Faculty is organised by our students where the applicants have the opportunity to gain a student perspective on the course and other aspects of studying in Glasgow. Results of their application are communicated to candidates by letter within two weeks of interview.

The Faculty is actively involved in the University’s GOALS & WHAP initiatives and continues to encourage applicants from areas of socio-economic deprivation. However, we have low numbers of students applying from disadvantaged circumstances, which is possibly attributable to the course being a high tariff and expensive one to complete. In addition the Associate Dean and the Admissions Convenor attend workshops and committee meetings in the United States in order to keep up to date with the AAVMC initiatives to create greater awareness of education and employment opportunities, specifically among minority and disadvantaged persons.

Non Academic Entrance Requirements Applicants are required to demonstrate that they have acquired a certain level of practical experience that not only demonstrates their knowledge of the veterinary profession, but also provides the selection committee with evidence of the candidate’s motivation. Practical experience should be as varied as possible and in addition to at least two weeks’ work experience with a veterinarian, it should include a selection of the following: specialist veterinary practice (small animal, farm animal, equine), farming experience (dairy, beef, sheep, pigs, poultry); lambing experience; stables; kennels/cattery; veterinary investigation laboratory and abattoir. However, the volume and level of experience gained by applicants is judged against opportunity, to encourage minority or disadvantaged groups.

C.5.b Student progressions and support Our retention rates are high (99%)1, data on attrition is shown in Appendix 16. We believe that this is a reflection of the type of students we attract, as well as the quality of the curriculum and the teachers. Our students are highly motivated and the majority do not live at home. In addition, the course is tightly aligned to their desire to be veterinary surgeons, so incongruence is not an issue. The Faculty supports GUVMA strategies for social inclusion from day 1, and this is supplemented by the formal support mechanisms described below.

Clearly we have a problem if there is poor progression as this distorts the number of students in any particular cohort and also leads to unfunded students, which is a financial burden on the Faculty. We are reluctant to reduce the first year intake to stay within the 346.5 funded places as this would limit the chance of a student being admitted to the veterinary course who has reached admission standards. As a consequence, we must monitor and tighten up our progress regulations to manage students who are reluctant to leave the course despite poor academic progress.

It is our view that a student admitted to the programme is capable of coping with and graduating from the programme. Thus for those students leaving the programme there are usually contributing factors such as health or motivation that impact on academic performance. Those who leave for specifically personal reasons tend to do so for 2 main reasons: UK undergraduate students recognising that they have made a wrong career choice and full cost students for family or financial reasons (e.g. dollar-sterling exchange rate). Of these most transfer back to North America to continue their veterinary education there.

1 Sim, EdPSC 22nd March 2006

17 Where students have completed at least 3 years of the curriculum successfully and no longer wish to study veterinary medicine, the Faculty has in place an exit degree that it awards sparingly and reluctantly as it would prefer to retain these students (3 students in last 5 years).

Students must pass all degree examinations before being allowed to proceed to the succeeding year. Under progress regulations, students who fail to clear all subjects are referred to Progress Committee who will look at performance and extenuating circumstances. Where a student has failed a subject on four occasions or is considered by the committee to have consistently shown a lack of progress it will recommend exclusion. Otherwise advice in writing will provided to the student and a recommendation made to the relevant course co-ordinator/s concerned as regards support and monitoring.

Student support is considered to be critical to the success of our programme and a flowchart to illustrate the relationship between faculty and central support is illustrated in Appendix 17. The Faculty operates coordinated horizontal (year advisor) and vertical (regency) support systems. The proximity of our Support Office in the Teaching Unit facilitates student/staff interaction. The primary electronic route for all services is through Moodle VLE: http://moodle.gla.ac.uk/vet/moodle/ Other routes are also provided via the University web site: http://www.gla.ac.uk/ Testing: www.gla.ac.uk/services/registry/students/examinations/index.html Mentoring: Each year has an allocated Student Adviser

Direct Second Year Entry This is restricted to graduates with appropriate BSc degrees. These students are inducted into second year with a 6 week summer school, which seeks to deliver and highlight key information that was delivered to first year students. This allows these students to create study plans that permit them to catch up with their peers. Whilst this is staff intensive is has proven rewarding as few direct entries fail to progress to the third year of the course.

Course level: At the start of the academic session each Course Co-ordinator indicates their mechanisms of support for that course, notwithstanding other formal mechanisms. Students who do not perform well in class examinations or other forms of assessment are normally interviewed by the course co- ordinator who will advise on steps to improve performance and what faculty or university support is available. Such students will also be flagged to the Year Student Adviser who will consult with other co-ordinators to see if there is general problem or whether it is course specific.

Faculty level: Faculty Student Support Services provide pastoral care through the Year Student Advisers & Student Support Office, and where possible, provide solutions from within the Faculty. Where this is not appropriate students are referred to University Support Services: counselling, health, chaplaincy, financial support, accommodation or other areas. Under certain circumstances of severe financial difficulties, crisis loans or awards may be made by the Student Hardship Fund.

Regency Scheme The scheme is a vertical one, which pairs students with a specific member of staff who is there to provide non-judgmental support to a small group of students throughout their time at University. There are 2 formal meetings per year to ensure that there is a record of attendance, where the group may raise issues, but students are encouraged to and may make an individual appointment at any time. The goal of the Regency Scheme is to reinforce the support mechanisms elsewhere in the Faculty and University by ensuring that a student cannot be unaware of the support opportunities that are available, and by providing an alternative staff contact. Regents are frequently used in subsequent job applications because they will have known the student for 5 years. Course Co-ordinators, Associate Deans and the Dean operate an open door policy.

University level www.gla.ac.uk/sid/

18 Student Counselling & Advisory Service: www.gla.ac.uk/services/counselling/index.htm Student Disability Service: www.gla.ac.uk/services/studentdisability/ International Office http://www.gla.ac.uk:443/studying/international/

Student level: Students’ Representative Council www.glasgowstudent.net/

Tutoring Students are encouraged to discuss any academic problems with the relevant lecturer, the Course Co-ordinator/ Year Adviser, who will seek to provide individual solutions. The central Student Learning Service is found at: www.gla.ac.uk/services/tls/sls /

Peer assistance: within the Faculty there is no formal mechanism as the Faculty participates in the centrally run service. However, the students have established a support facility for incoming International students run through Moodle called BIG VET wee vet. This provides help on transport, equipment, acclimatisation etc. http://moodle.gla.ac.uk/vet/moodle/ http://www.gla.ac.uk/studentnetwork/

Clubs & organisations Student Groups www.gla.ac.uk/student/groups.html GUVMA www.gla.ac.uk/clubs/guvma/ GUVMA is a longstanding student organisation providing a very active social and sporting life for students, with a particular emphasis on integrating students on arrival into the whole student cohort. Early in first year, the students establish a year club, the goals of which are to organise the final year dinner and yearbook. To this end the year clubs seek to generate social activities that are fund raising. In addition, certain years have responsibility for specific GUVMA activities such as the Rodeo and Vet Revue. Thus the relatively small cohort, single year groups and defined campus creates an inclusive, welcoming and supportive environment.

GUVMA run a Clinical Club which organises evening meetings with external speakers. In addition there is the Glasgow University Veterinary Zoological Society catering for those students with a specific interest in species not covered in the programme.

Effective Learning Adviser The Student Learning Service has made every effort to promote the services offered to veterinary students. The Effective Learning Adviser meets the first year at the “Welcome to the University and Faculty” day prior to the start of term to make students cognisant of his/her availability and the services provided. This is followed early in first term by a presentation entitled “Effective Learning”. In the past, the Effective Learning Adviser ran bi-weekly drop-in sessions. These were not repeated due to poor uptake by students. However, students do attend workshop programmes offered by the Student Learning Service and can request one-to-one appointments.

All first year students must complete or be exempt from the Certificate of Basic IT Competence. A library skills training session forms part of one of the first year courses and is thus mandatory. These skills are refreshed again in third and fourth year.

Overall students are provided with a variety of routes to support. Although these routes may be considered independent, formal support is recorded and held in a confidential matter by the Support Office. Confidential disclosure of relevant information may be made to Boards of Examiners or Appeals Committees.

19 C.6 Effectiveness of provision C.6.a Learning and teaching We believe the programme delivers the quality of learning and teaching expected by the students and external accrediting bodies. This is supported by retention rates, assessment outcomes, external examiner reports and student feedback. C.6.b Recruitment of teaching staff Recruitment of staff in the clinical and pathology areas is a major concern, which does have an impact on teaching provision long-term. We have partially overcome some of the issues by contracting some clinical rotations to experienced clinicians in specialist practice. However, we have identified a number of reasons for the failure to attract applicants and thence make appointments as described below.

Competing career options: In certain specialities there is dearth of trained specialists as those areas have failed to develop adequate training programmes e.g. dermatology, pathology & ophthalmology. Unless we can recruit a suitably qualified specialist we are not in a position to formulate a training programme. One solution is to contract a training site to train the staff for us. However, the financial vagaries of university planning make such long-term proleptic appointments difficult.

Qualifications: There is a tension between what a University expects of a lecturer i.e. PhD and research output and the need to develop and deliver a clinical service for teaching and financial income. Second it takes four years minimum to obtain veterinary postgraduate professional qualifications and contemplating having to undertake a PhD or vice-versa is not attractive.

Salary: By the time a potential clinician has undergone an internship and the resident training on a low tax free stipend, they are at a stage in life when they expect a good financial return. This is not provided by the University pay structure, where a newly trained orthopaedic surgeon can expect to earn 2.5x that offered by the University. The Faculty has initiated an alternative clinical track in an effort to overcome this hurdle. It remains to be seen if this will alter the situation.

Non-clinical burden: clinicians by their very nature and training are interested in treating patients. The administrative burden that encompasses working in the University is not attractive, when they can gain the same clinical satisfaction in referral practice without the bureaucracy.

C.6.c Evaluation methods We obtain student feedback through three official and two unofficial routes. The first unofficial route is the Regency scheme where a regent quickly detects positive and negative areas through their meetings. These are fed back to the Associate Dean and Faculty. The second is achieved by the Dean meeting informally with the President of GUVMA on a regular basis. Each course monitors student feedback by means of a VLE based form (this was previously achieved through an electronically readable Teleform). In addition, focus groups are formed twice each year for a course. The feedback from these is considered by the Course co-ordinator and teaching team and the response is posted to the students with an indication of actions that may have been agreed upon.

We have found staff resistance to the use of the VLE for student feedback because the return rate is lower than they would like (average 8.7-50% versus 18.3-89.6% for Teleform). This is a recognised issue around the university, according to the FQAOs. While staff resource must be a factor in any gathering of information, the accuracy of the information gathered is paramount. We are actively looking at methods or incentives that may increase the return rate. There is a strong Staff Student Liaison Committee, which reports to Faculty. This meets once per term and consists of the student year representatives, GUVMA President, SRC representative and all course co- ordinators. This committee is not convened by an academic member of staff, but by the Student Services Manager (Mrs Joyce Wason).

20 A key feature from the student feed back was the negative reaction to the withdrawal of comprehensive printed notes. The notes were made available on Moodle. It has been agreed that from 2007-08 three page printed lecture summaries will be provided.

C.6.d Staff training and development All new academic appointments are inducted into the University and must attend the New Lecturer Programme run by the Learning and Teaching Centre. This leads to the award of a Postgraduate Certificate in Academic Practice. Successful completion of the programme also leads to eligibility for full membership of the Higher Education Academy. Completion of this training and the support network it engenders makes staff aware of best practices in effective learning and teaching, and recognising student needs. Many staff whose appointments predated the formation of the ILT/HEA used the Individual Entry Route for Experienced Staff and were successfully admitted to membership of ILT based on a reflective application. C.6.e Programme documentation and administration The programme specification has been approved by Faculty and been submitted to ASC. Each course has and updates a Course Information Document annually. This follows a standard format and provides amongst other matters information on the ILOs of the course, the topics covered within the course, the staff who will deliver the course, information on examinations, Health & Safety (which is now contained in a separate handbook) and sample examinations questions (Appendix 7). Until academic session 2005-06, these handbooks were printed and handed to students in all years. Staff evaluation of the student use of these handbooks led to the CID’s being placed electronically on Moodle, with no paper copy provided with the exception of first year.

C.7 Resources and deployment C.7.a Teaching staff As noted above, the recruitment of academic staff in the clinical area and pathology is extremely difficult. This has resulted in gaps which have been temporarily bridged by existing staff. We have appointed a member of staff whose remit is dedicated to teaching General Practice at the PDSA. She also plays a major role in the development and organisation of the OSCEs. We consider this to have been an excellent appointment. It is recognised that there is a disparity in the teaching load amongst staff. However, we do not yet have the methodology to identify the loads more specifically, and the metrics to balance teaching load with other commitments. It is essential that this be developed, and with the introduction of PD&R we will be able to more evenly spread teaching load (Appendix 18 Teaching Staff). C.7.b Additional external funding The Faculty has been successful in recent years in attracting 3 externally funded lectureships. We have also obtained external funding for several residencies. Whilst the residency is a training position, residents are expected to participate and support teaching as part of their credentials for eligibility to sit the relevant external postgraduate qualification. C.7.c Technical support The level and quality of technical support for delivery of the programme is heavy given the significant practical component of the curriculum is good. With the opening of the Clinical Skills Laboratory we have reviewed tasking and allocated support to this area. Voluntary severance and promotion of 2FTEs have had an impact on IT & audio-visual provision. However, this has not been felt by the students. One area of weakness that has been identified by staff is media support. Hopefully this will be met by the appointment of a replacement IT technician with the necessary skills. C.7.d Administrative support Administrative support for the programme is delivered by 7.5 FTE, 2 of which are administrators (Student Admissions/Support & Course Support) and 1 educational technologist. It is the view of course co-ordinators that there is inadequate administrative assistant support following

21 restructuring and voluntary severance. Whilst this has been flagged to FMG, there is little likelihood of this being rectified in the current financial climate. Efforts at rationalisation and efficiency gains have been implemented within the Teaching Unit e.g. the use of Moodle as the method for student questionnaires. C.7.e Teaching and learning resources There is satisfactory provision of Library (seating for 100) and IT resources (50 PC Computer Centre & wireless network in the Library) within the Faculty. The increased student numbers and more studious approach by students have placed increased demand on the study space. We recognise this and have identified an area that can be developed into more study space in the current academic year.

We have created a Communications Skills Training Suite to facilitate the opportunities for teaching Communications skills and recording sessions to allow reflection by the students concerned. A recently refurbished research laboratory that became redundant with the opening of the ICM, has been modified to become a dedicated Clinical Skills Laboratory. D Maintenance and enhancement of standards

Staff are committed to the maintenance of standards internally because of the desire to be considered to provide the best veterinary education and experience. The use of external examiners reports allows an annual external critique and identification of areas which need addressed. The cycle of external inspections by accreditation bodies means that we try to forestall criticism by being reflective in our teaching & learning delivery and environment. We seek to exploit new ideas to enhance the quality and standard of our educational provision, whether they are internally generated or are garnered from external sources. We have been successful in winning funds from the University LTDF, and also from the Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine (Appendix 19). We have embraced Moodle as the VLE for Faculty and moved all courses to Moodle in summer of 2005 in anticipation of the 2005-2006 academic year. E Maintenance and Assurance of Quality

A thread that has run through the SER is the role of external accreditation bodies in assessing whether or not the Faculty is maintaining standards and to that extent we feel comfortable that we assure quality. As these visits are cyclical, we have also shown how we use the mechanisms of teaching team meetings, of external examiner reports, ACMRs, and student feedback to maintain quality, but also to identify opportunities to enhance good quality. F Enhancing the student experience

The student experience is enhanced by:  The Faculty Induction Week that allows students to find their feet and bond with students from later years  An active student organisation (GUVMA) that has a very varied social programme that creates a family environment and which ensures that students grasp all opportunities that a University provides  The presence of a campus in an attractive setting with social, catering and recreational facilities close at hand  Good course documentation  Moodle delivery of course materials  Horizontal (Student Adviser) & vertical (Regency) Student Support systems  Teaching Unit as a focus of all curricular administrative activities  Open Door policy by Associate Dean and all Course Co-ordinators  Summer Research Vacation Scholarships

22 The Faculty makes every effort to use Student Disability Service. We have established a 2-way dialogue with the Service to ensure that we are aware of up to date information regarding students who have made use of the service and require us to implement specific measures to support them. Through the use of successful grant applications we have been able to develop opportunities that extend the learning and assessment experience of students (Appendix 19). GSummary of Key Strengths and Areas for Improvement

Key strengths  Vocational subject  Competitive entry  Highly qualified and very motivated enthusiastic students  Student esprit de corps  Strong & active student organisation (GUVMA)  Highly qualified and motivated staff  Regular cycle of external accreditation  Outcomes based programme  Wholesale curricular transfer to Moodle  Close Student Support & identifiable support staff  Encourage use of Effective Learning Adviser  Clinical skills training

Areas for Improvement  Exploit potential of Moodle  Introduce business skills into curriculum  Extend communication skills training across 5 years of course  Increase study space  Reduce didactic & volume load  Restructure curriculum to introduce clinical subjects from start of programme (Appendix 21)  Improve formative feedback in fifth year  Emphasis on student centred learning  Extend OSCEs as an assessment tool  Introduction of an intercalated Masters degree by research

23 H Summary of Appendices

Appendix 1 List of staff with co-ordinating and administrative roles Appendix 2 Committee structure supporting BVMS programme Appendix 3 Programme Specification Appendix 4 AVMA Clinical Competency Outcomes & RCVS Day 1 Core Competencies Appendix 5 Intended Learning Outcomes for BVMS programme Appendix 6 Course Information Documents Appendix 7 Health & Safety Information for Students Appendix 8 OSCE blueprint 2006 Appendix 9 External Examiner Reports, ACMRs, FACMR Appendix 10 Curriculum Digest Appendix 11 Fitness to Practice Appendix 12 Survey Questionnaire forms - graduate & employers Appendix 13 Survey of veterinary graduates: 1 & 3-5 years post-graduation Appendix 14 Survey of veterinary employers Appendix 15 Admissions Data Appendix 16 Attrition Data Appendix 17 Student Support Services Flowchart Appendix 18 Teaching Staff & Grades Appendix 19 Learning Initiative Awards & Publications Appendix 20 RCVS Report 2002 Appendix 21 Reshaping the Curriculum