Bridging the

Generational Divide in Medical Education

Faculty: Dr. Vanessa RambiharRelationships with financial sponsors:

None

Disclosure of Financial SupportThis program has received financial support from NoneThis program has received in-kind support from None

Potential for conflict(s) of interest:None

Dr. Vanessa Rambihar, CCFP Assistant Professor and Associate Program Director, Department of Family & Community Medicine, University of Toronto

O B J E C T I V E S

Describe challenges and opportunities in intergenerational teaching and learning

Characterize and define major generational cohorts in medical education

Integrate knowledge of intergenerational differences to develop engaging evidence-informed teaching strategies

C A S E S

C a s e 1

“This antibiotic is first line according to my clerkship group chat”

C a s e 2

“I’m just looking up the Framingham Score and CCS Guidelines”

C a s e 3

“I can’t pass the online modules as I’m not a visual or aural learner”

gen·er·a·tion/jenəˈrāSH(ə)n/

Anything that is in the world when you’re born is normal and ordinary and just a natural part of the way the world works.

Anything that’s invented between when you’re 15 and 35 is new and exciting and revolutionary and you can probably get a career in it.

Anything invented after you’re 35 is against the natural order of things.

Douglas Adams, Salmon of a Doubt

M I L L E N N I A L S1980-2000

M I L L E N N I A L S1980-2000

Feedback & praise

Optimistic, altruisticCollective minded

Individual& structured learning

Described as:Digital Natives Meaningful work

Work-life “integration”

Terrorist Attacks

Major Influencers: Expectations/Motivations:Rise of Technology

G E N X1964-1980

Self-Directed

Work to live

Resist authority/traditional structures

AIDS epidemicExplosion of TV

Described as:

Major Influencers: Expectations/Motivations:

Comfortable withchange

Outcome orientedIndependent learnersResourceful Problem Solvers

B O O M E R S1945-1964

MentorsExplorers

Question Rules

Strong work ethic &commitment to work

Home TVAssassination ofheroes (JFK)WoodstockMoon Landing

Described as:

Major Influencers: Expectations/Motivations:

Dependent oneducators/ traditionaleducation style

R i s k o f S T E R E O T Y P I N G

E N T I T L E M E N T i s a r e s p o n s e t o a w o r l d o f

A B U N D A N C E

T E N S I O N SIntergenerational

Boomers

MillennialsGen X

authority technology

feedback

S T R A T E G I E Sfor overcoming intergenerational challenges

O R I E N T yourself

O R I E N T yourself

I D E N T I F Ycore values of the profession

F A C I L I T A T Esynthesis, reasoning & critical thinking

C O M M U N I C A T Ewith clarity

C O N N E C T

E N G A G ETechnology as a Tool

C A S E S

C a s e 1

“This antibiotic is first line according to my clerkship group chat”

C a s e 2

“I’m just looking up the Framingham Score and CCS Guidelines”

C a s e 3

“I can’t pass the online modules as I’m not a visual or aural learner”

Orient Yourself

Identify Core Values

Communicate with Clarity

THE VALUE OF EXPERIENCEIS NOT IN SEEING MUCH,

BUT IN SEEING WISELY.

William Osler

Q U E S T I O N S ?vanessa.rambihar@utoronto.ca

Vanessa’s Top 4 Articles for Teaching Millennials

Desy, JR., Darcy, AR., Wolanskyj, MD.. Milestones and Millennials: A Perfect Pairing –Competency Based Medical Education and the Learning Preferences of Generation Y. Mayo Clinic Proceedings, 2017.

Toohey, S., Wray, A., Wreichmann, W., et al. Ten Tips for Engaging the Millennial Learner and Moving an Emergency Medicine Residency Curriculum into the 21st Century. Western Journal of Emergency Medicine, 2016.

Barton, C., Fromm, J., and Egan, C. The Millennial Consumer: Debunking Stereotypes. Boston Consulting Group, 2012.

Roberts, D., Newman, L., and Schwartztein, R. Twelve Tips for Facilitating Millennials' Learning. Harvard Medical School, Medical Teacher, 2012.

references Aaron M, Levenberg P. The Millennials in Medicine: Tips for Teaching the Next

Generation of Physicians. Journal of Clinical and Academic Ophthalmology 2014;7(1):e17-e20.

Bahner DP, Adkins E, Patel N, Donley C, Nagel R, Kman NE. How we use social media to supplement a novel curriculum in medical education. Med Teach 2012;34(6):439-444.

Borges NJ, Manuel RS, ELam CL, Jones BJ. Differences in motives between Millennial and Generation X medical students. Med Educ 2010;44(6):570-6.

Borges NJ, Manuel RS, Elam CL, Jones BJ. Comparing Millennial and Generation X medical students at one medical school. Academic Medicine 2006;81(6):571-6.

Boysen PG, Daste L, Northern T. Multigenerational Challenges and the Future of Graduate Medical Education. The Ochsner Journal 2016;16(1):101-107.

Earle V, Myrick F, Yonge O. Preceptorship in the intergenerational context: an integrative review of the literature. Nurse Educ Today 2011;31(1):82-87.

Elam CL, Borges NJ, Manuel RS. Millennial Students’ Perspectives on the Medical School Learning Environment: A Pilot Study from Two Institutions. Medical Science Educator 2011;21(2):151-157.

Elbert N, Cumiskey KJ. Bridging the generation gap: “Growing golf” through an action learning activity. Journal of Instructional Pedagogies 2014;13(1):1-6.

Jodie Eckleberry-Hunt J, Tucciarone J. The Challenges and Opportunities of Teaching “Generation Y”. Journal of Graduate Medical Education 2011;3(4):458-461. DOI: http://dx.doi.org/10.4300/JGME-03-04-15

Mohr NM, Moreno-Walton L, Mills AM, Brunett PH, Promes SB, Society for Academic Emergency Medicine Aging and Generational Issues in Academic Emergency Medicine Task Force. Generational influences in academic emergency medicine: teaching and learning, mentoring, and technology (part I). Acad Emerg Med 2011;18(2):190-199.

Murnagham FL, Forte M, Choy IC, Abner E. Innovations in Teaching and Learning in the Clinical Setting for Postgraduate Medical Education. Members of the FMEC PG consortium; 2011.

Roberts DH, Newman LR, Schwartzstein RM. Twelve tips for facilitating Millennials’ learning. Med Teach 2012;34(4):274-278.

Tsang A, Harris DM. Faculty and second-year medical student perceptions of active learning in an integrated curriculum. Advances in Physiology Education2016;40(1):446-453. DOI: http://dx.doi.org/10.1152/advan.00079.2016.

Twenge JM. Generational changes and their impact in the classroom: teaching Generation Me. Medical Education 2009;43:398-405.

Barton, C., Fromm, J., and Egan, C. The Millenial Consumer: Debunking Stereotypes. Boston Consulting Group, 2012.

Toohey, S., Wray, A., Wreichmann, W., et al. Ten Tips for Engaging the Millennial Learner and Moving an Emergency Medicine Residency Curriculum into the 21st Century. Western Journal of Emergency Medicine, 2016.

Roberts, D., Newman, L., and Schwartztein, R. Twelve tips for Facilitating Millennials' Learning. Medical Teacher, 2012.

Desy, J., Reed DA., and Wolanskyj A. Milestones and Millennials: A Perfect Pairing-Competency-Based Medical Education and the Learning Preferences of Generation Y. Mayo Clinic Proceedings, 2017.

Bridging the Millennial Generation Expectation Gap: Perspectives and Strategies for Physician Interprofessional Faculty. Am J Med Sciences, 2017.

Nevin, C., Westfall A., Rodiguez J., et al. Gamification as a tool for enhancing graduate medical education. Postgraduate Medical Journal, 2014.

Bekowitz S., Kung, J., Eisenberg, R., et al. Resident iPad use: has it really changed the game?. Journal of the American College of Radiology, 2014.

Jordan, J., Jalali, A., Clarke, S., et al. Asynchronous vs didactic education: it's too early to throw in the towel on tradition. BMC Medical Education, 2013.

Martin, S., Farman J., and Arora VM. Future: new strategies for hospitalists to overcome challenges in teaching on today's wards. Journal of Hospital Medicine (Online), 2013.

Bahner, D., Adkins, E., Patel, N., et al. How we use social media to supplement a novel curriculum in medical education. Medical Teacher, 2012.

Hart, D., and Joing, S., The Millennial Generation and "the lecture". Comments in Academic Emergence Medicine, 2011. Lecture available online: http://vimeo.com/24148123.

Bedoya, M., Back, S., Back S., et al. Learning, technology and intellectual property: a survey of the philosophies and preferences of our trainees and peers. Pediatric Radiology, 2016.

Shappell, E., and Ahn, J. A Needs Assessment for a Longitudinal Emergency Medicine Intern Curriculum. The Western Journal of Emergency Medicine, 2017.

Hennessy, C., Kirkpatrick E., Smith C. et al. Social media and anatomy education: Using twitter to enhance the student learning experience in anatomy. Anatomical Sciences and Education, 2016.

Tsang, A., and Harris, D. Faculty and second-year medical student perceptions of active learning in an integrated curriculum. Advances in Physiology Education. 2016.

Chan, T., Sennik S., Trotter B., et al. Studying with the cloud: the use of online Web-based resources to augment a traditional study group format. Canadian Journal of Emergency Medical Care, 2015.

Phitayakorn, R., Nick, M,, Lind D., et al. WISE-MD usage among millennial medical students. American Journal of Surgery, 2015.

Nevin C., Westfall A., Rodriguez J et al. Gamification as a tool for enhancing graduate medical education. 2014.

Ottolini, M. Pediatric hospitalists and medical education. Pediatric Annals, 2014.

Benninger, B., Matsler, N., and Delamarter, T. Classic versus millennial medical lab anatomy. Clinical Anatomy, 2014.

Chu, L., Erlendson, M., Sun, J et al. Information technology and its role in anaesthesia training and continuing medical education. Clinical Anaesthesiology, 2012.

Struhal, W., Falup=Pecurariu C., Sztriha L et al. European Association of Young Neurologists and Trainees: position paper on teaching courses for Generation Y. European Neurology, 2011.

Stein, Joel. The Me Me Me Generation. Time Magazine, 2013. Available online: http://time.com/247/millennials-the-me-me-me-generation/

Scaffidi, M., Khan, R., Wang, C., et al. Comparison of the Impact of Wikipedia, UpToDate, and a Digital Textbook on Short-Term Knowledge Acquisition Among Medical Students: Randomized Controlled Trial of Three Web-Based Resources. JMIR Medical Education, 2017.

Rutledge, Chrystal; Walsh, Catharine M; Swinger, Nathan; Auerbach, Marc; Castro, Danny; Dewan, Maya; Khattab, Mona; Rake, Alyssa; Harwayne-Gidansky, Ilana; Raymond, Tia T; Maa, Tensing; Chang, Todd P; Quality Cardiopulmonary Resuscitation (QCPR) leaderboard investigators of the International Network for Simulation-based Pediatric Innovation, Research, and Education (INSPIRE). Gamification in Action: Theoretical and Practical Considerations for Medical Educators. Acad Med. 2018 Feb 20.

Lee, Li-Ang; Chao, Yi-Ping; Huang, Chung-Guei; Fang, Ji-Tseng; Wang, Shu-Ling; Chuang, Cheng-Keng; Kang, Chung-Jan; Hsin, Li-Jen; Lin, Wan-Ni; Fang, Tuan-Jen; Li, Hsueh-Yu. Cognitive Style and Mobile E-Learning in Emergent Otorhinolaryngology-Head and Neck Surgery Disorders for Millennial Undergraduate Medical Students: Randomized Controlled Trial. J Med Internet Res. 20(2):e56, 2018 Feb 13.

Hopkins, Laura; Hampton, Brittany S; Abbott, Jodi F; Buery-Joyner, Samantha D; Craig, LaTasha B; Dalrymple, John L; Forstein, David A; Graziano, Scott C; McKenzie, Margaret L; Pradham, Archana; Wolf, Abigail; Page-Ramsey, Sarah M. To the point: medical education, technology, and the millennial learner. Am J Obstet Gynecol. 218(2):188-192, 2018 Feb.

Pettit, Robin K; McCoy, Lise; Kinney, Marjorie. What millennial medical students say about flipped learning. Adv Med Educ Pract. 8:487-497, 2017.

Desy, Janeve R; Reed, Darcy A; Wolanskyj, Alexandra P. Milestones and Millennials: A Perfect Pairing-Competency-Based Medical Education and the Learning Preferences of Generation Y. Mayo Clin Proc. 92(2):243-250, 2017 02.

McCullough-Billups, M.Developing soft skills in millennial students: A delphi study Available from ERIC. (2011265004; ED578975). Retrieved from http://myaccess.library.utoronto.ca/login?url=https://search-proquest-com.myaccess.library.utoronto.ca/docview/2011265004?accountid=14771

West, C. E.Millennial instructional preferences in post-secondary business programs Available from ERIC. (2011262624; ED577402). Retrieved from http://myaccess.library.utoronto.ca/login?url=https://search-proquest-com.myaccess.library.utoronto.ca/docview/2011262624?accountid=14771

Sciuto, D. J.Building connective capital and personal learning networks through online professional development communities for new teachers Available from ERIC. (2009553896; ED576774). Retrieved from http://myaccess.library.utoronto.ca/login?url=https://search-proquest-com.myaccess.library.utoronto.ca/docview/2009553896?accountid=14771