TEACHING ACROSS GENERATIONS Beth A. Longenecker, DO, FACOEP, FACEP, CS Associate Dean, Clinical Education Disclosures • I am a “cusper” – Transition between BabyBoomer and Generation X Goals of this Discussion • Identify characteristics of each generation • Discuss the potential impact of these traits on the teacher/learner relationship • Use knowledge of generational traits to structure experiences in order to facilitate learning • Create bridges across generations to enhance the communication and learning Today’s Medical Student Generation • Group of people born in same timeframe – Typically about 20 years • Share a common context of experiences – Shape beliefs, values and preferences The Generation Gap • Mean age at matriculation is 23 – Born in 1992 • “Millennial” or “Generation Y” • Physicians in practice: average age 52 – 70% are 40 – 69 years old – 20% are 30 – 39 years old • “Generation X” and “Baby Boomer” – 10% are > 69 years old • “Traditional” Traditionals (1920-1945) Defining Events Characteristics • Great Depression • Loyalty • The New Deal • Duty • World War I • Patriotism • World War II • Delayed gratification • Penicillin and Polio • Save for a rainy day Vaccine – No social safety net • Parents: Immigrants • Personal sacrifice Baby Boomers (1946-1964) Defining Events Characteristics • End of World War II • Optimism • Vietnam War begins • Idealism • First human in space • Devotion • Assassination of JFK • Competitive • Women’s Right’s – People to job ratio Movement • “Me” generation • Television • Want to leave their mark • Traditional parents – Mom stays home – Financially secure Generation X(1965-1980) Defining Events Characteristics • End of Vietnam War • Skepticism • Watergate Scandal • Disillusionment • Religious scandals • Self-reliant and – Jim Baker, Catholic priests competent • AIDS • Demand work/life balance • Technology explosion • Latchkey kids – Many with divorced parents As a Student…… Boomers X-ers • On time • Keep it efficient and • Motivated to succeed straightforward • Prepared – Teach to the test • Concerned about grades • Education is a means to an end • Prefer lectures • Prefer self-directed opportunities Generation “Y” aka the Millennials (1981-2001) Defining Events • End of Cold War • Space Shuttle Challenger • Cloning Dolly the Sheep • Columbine • Oklahoma City • 911 • “Surfing the Net” Millennials (1981-2001) Baby Boomer Parents • Pressured to excel – School, sports, activities – If you don’t will get coach! • Told that they are special – Told they can achieve anything – Sheltered from failure • Rules exist but few limits – Involved in decision making at all levels Characteristics of Generation “Y” • Digital natives – Explorative, experiential, hands-on learners – Multi-taskers – Highly developed ability to sort through data – Ability to move easily between real and virtual • Most connected/most isolated Characteristics of Generation “Y” • Collaborators: crave interactivity – Gravitate toward social interaction • This desire can lead to overextension – Expect and embrace diversity – Often more comfortable in group activities than flying solo • Respectful of, but not awed by, authority Characteristics of Generation “Y” • Achievement oriented – Want clearly defined objectives – Focused on reward (grades) – Want constant feedback • Consumerist Attitude – Expect accountability from institutions Characteristics of Generation “Y” • Mindset is NOT work/life balance it is one that only things that are interesting or worthwhile fit into my life Does this really apply in med school??? • Borge et al. 2 studies in one school – Compared Gen X and Gen Y students – Personality traits • Millennials higher in rule consciousness and perfectionism • Gen X higher in self reliance – Motivation • Millennials higher in achievement and affiliation • Gen X higher in power Implications for Educators The Digital Mind • Not linear learners—seek input from multiple sources • Shorter attention span – “hypertext” mindset • Prefer visual over textual or graphic – Not readers as a whole! • Informatically illiterate – Can sort info but poor judge of quality Strategies to Try • Multimedia assignments more effective – Keep lecture time short – Stimulate problem solving – Application of knowledge/hands on trial and error • Assign clinical question to answer – Keep it specific – Discuss what sources are NOT reliable and why Multitasking • Tendency to do this in classroom setting, on rounds, in hospital – Perceived as disrespectful • Can negatively impact long term recall Digital Communication • Expect instant responses and constant feedback • Blogs, etc.: – Everyone’s opinion is equally valid – I have the right to critique anyone on anything Digital Communication • Communication without barriers – Can carry over to professors and preceptors • Difficulty with verbal and written communication Best Strategy: Set Expectations • When/how to communicate • Rules for cellphone/computer use • What you expect in a formal email • If you wish to offer an opinion on a discussion or point, validate it Collaborative Mindset • Group learning activities preferred – May be unwilling to commit when asked an opinion • View everyone on the team as a peer – May select opinions of peer group(real and virtual) over that of their teachers – May appear “casual” – May struggle in teams with a rigid hierarchy Strategies to Try • More small group discussion in person or online – Monitor participation • Establish expectations—explain YOUR idea of the hierarchy/respect • Explain discrepancies of opinion Other Ideas • Find ways for meaningful inclusion – Assign specific tasks/duties – Provide feedback on work – Simulation with the team • Reach out on a personal level – Explain why you chose your career path – Discuss where you use skills you are helping the learner develop The “Parent Trap” • Special and sheltered – Do not always self-assess abilities well – Reward focused • They should always have an “A” – Do not take negative feedback easily • Emotional meltdown • Your opinion does not matter • Highly active but structured schedule – Often can’t self-structure study/travel Implications for Educators • Provide clear cut goals and offer rewards – Praise, with specificity • Provide feedback—gently • Struggling learners – Explore time management/organizational skill – Give specific and focused instruction Final thoughts on Bridging the Generational Gap • Be aware generational context and think outside your “box” • Work to create a culture of mutual respect • Provide clear direction in all expectations Final thoughts on Bridging the Generational Gap • Don’t let generational values define professionalism • Explain the “why” • Show your passion – If you can inspire a millennial you will channel their energy Questions? 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