Although there was an organically inherited curriculum, and arguably 'set texts', I'm going to have wimp out and say direct comparison with the thousands of institutions that have the name 'university' today to those that did so in the medieval period is going to be at best spurious. As De Ridder-Symoens says:

from the perspective of today, the great proportion of medieval university attendees would have to be classified as drop-outs or even failures. As late as 1500, it was by no means normal to sit any form of examination.

I'll highlight a few indicative things around teaching and learning and student life to try and make my point, but if you had to push me on it I would say, in answer to your question, 'false'.

Despite differences in governance and specialisms in subject focus, the universities of England (Oxford and Cambridge) and those in Northern Europe, the Iberian peninsula and those in Italy would have an immediately recognisable system of teaching and learning to one-another. This universally conservative offer of teaching was to imbue in students the inherited and accepted body of medieval learning that was an amalgam of the Greek, Graeco-Roman, Arabic and European Christian traditions of scholarship.

Whether following the trivium or quadtrivium of arts faculties, or the 'higher' subjects of law, canon law, medicine or theology, university teachers sought to pass on the 'accepted' curricula, that had been debated and commented on by the accepted bodies in each discipline. These were taught primarily via either the lecture and/or the disputation, students could supplement this with private tuition and were examined regularly via recitatio, or repetition. Revision for these was known to have been organised in student groups of discussion or disputation. Remember (at least theoretically) the supreme authority on any syllabus was the Bible.

Answering this question with any focus on what it took to actually receive a degree is also problematic, as it is not possible to determine with complete accuracy the required elements of a course of study that would lead to admission to the degrees of BA or MA. We do know that the vast majority of students did not stay for the 5-7 years that this would take to achieve, many leaving after only a couple of years with the fundamental skills that would secure them a 'good' clerical job in some part of the ecclesiastical administration. What we do know about the ebb and flow (or 'fashion') of subjects is best highlighted in works such as Cobban's English university life in the middle ages and De Ridder-Symoens (ed.) A history of the university in Europe.

We seem to know more about the day-to-day life of a student than we do about academic matters. For example in the theme of 'formal structure', in the early period of universities (say from late C11 to mid C13), one of the things that shifts for students is the effect of influence, and remnants of the rituals of daily monastic life. For example at Oxford, the aularian statutes insisted that only Latin was to be spoken within the precincts of the hall (aula) and myriad financial penalties were employed to enforce these kind of rules. For the same rule in German universities, an officer of the university known as the lupus was specifically employed to spy on students and keep a record of those caught speaking in the vernacular.