Additional file 4: Table S3. Characteristics of Included Studies Context Aims of Study Interpretation of Country of Origin Findings Setting / degree [study design] Findings Design Participants details Shacklady (2009)[20] UK To quantify the effect PBL-based, Cross-sectional 2 consecutive Mature aged Mature aged of maturity on 5-year survey student cohorts in students reported a students reported undergraduate Survey focused on Year 3 (Phase 2): greater Good transition medical students’ transitions into the program with 3 preparedness and (OR=6.1 preparedness and a clinical environment phases, with minimal consisted of 7 items Cohort: Mature aged smoother transition p=0.002) and identify how clinical exposure in (5 open-ended items, students into the clinical Drew on experiences of phase 1 2 Likert scale items) N=29 environment, than previous years transition might be Gender: 15M, 14F non-mature aged in medical improved Av Phase 1 students. school (OR=2.7 performancea: 59.6 p=0.04 [matched cohort] (range = 56-64) The transition into Drew on wide the clinical life experiences Comparison: environment was (OR=3.9 aged supported by p=0.01) students Teacher N=58 support Factors which were
Additional file 4: Table S3. Characteristics of Included Studies Country of Origin Aims of Study [study design] Context Findings Interpretation of Findings Setting / degree details Design Participants Shacklady (2009)[20] UK To quantify the effect of maturity on medical students’ transitions into the clinical environment and identify how experiences of transition might be improved [matched cohort] PBL-based, 5-year undergraduate program with 3 phases, with minimal clinical exposure in phase 1 Cross-sectional survey Survey focused on preparedness and consisted of 7 items (5 open-ended items, 2 Likert scale items) 2 consecutive student cohorts in Year 3 (Phase 2): Cohort: Mature aged students N=29 Gender: 15M, 14F Av Phase 1 performancea: 59.6 (range = 56-64) Comparison: aged students N=58 Mature aged students reported a Good transition (OR=6.1 p=0.002) Drew on previous years in medical school (OR=2.7 p=0.04 Drew on wide life experiences (OR=3.9 p=0.01) Factors which were Mature aged students reported greater preparedness and a smoother transition into the clinical environment, than non-mature aged students. The transition into the clinical environment was supported by Teacher support
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