Anxiety in medical students: is preparation for full‐time clinical attachments more dependent upon differences in maturity or on educational programmes for undergraduate and graduate entry students?

Abstract

These data support the early introduction of clinical skills teaching, backed up by a fully integrated clinically relevant curriculum with continued assessment, in preparing students and reducing levels of anxiety before they start full-time clinical attachments. These course design differences appear to be more important than any differences in maturity between the 2 groups.