LAUSR

through interaction, particularly through organized small group teaching sessions or integrated placement groups. Both groups have a wide range of students, distributing around a mean, but it would be fair to observe that this mean is quite different. The age of the graduate entry students, as well as the more competitive application process, can lead to some differences. These include higher self-imposed targets and expectations, as well as greater psychological investment in the course. This contributes to graduate entry students having increased levels of stress and anxiety (Casey et al. 2016). Coping in the two groups over the pre-clinical years is similar, though they may use different coping mechanisms to achieve this (DeWitt et al. 2016). With 13 UK medical schools offering a 4-year graduate program, and with countries such as Australia moving their focus to training graduates, like the USA, support for graduates should be a focal point for medical schools. This includes successful timing and integration with undergraduate colleagues, following the graduate program’s preclinical year, to provide a better learning environment for all students. More research should be collected to understand differences in the outcomes and 5-year longevity of the two cohorts. Disclosure statement