BRIDGING THE GENERATION GAP IN HEALTHCARE EDUCATION: UNDERSTANDING THE MILLENNIAL LEARNER
Valli Annamalai,Dell Medical School at UT Austin,Austin,TX; Gary L. Beck Dallaghan,University of Nebraska College of Medicine,,; David L. Eldridge,Brody School of Medicine at East Carolina University,,

Rationale:

Traditionalists, Baby Boomers, Generation Xers, and Millennials are practicing side by side in health care, coming from different social and educational backgrounds. This can raise challenges for educators in how to understand and communicate with millennial learners, and may result in conflict.  The goal of this interactive workshop is to provide a basic understanding of the different generations’ approach to healthcare education, and a more in depth understanding of the millennial generation, that may be beneficial in framing the expectations, evaluation, and feedback provided during communication with millennial learners. This workshop aims to provide professional development for faculty who wish to improve the learning environment for their learners.  The skills gained from this workshop can be taken back to provide faculty development for their educators.  



Objectives:

 

By the end of this workshop, participants will be able to:

  1. Identify their own generation as well as describe the general traits of their generation
  2. Identify at least one personal experience of intergenerational conflict in healthcare education
  3. Describe characteristics of the Millennial generation
  4. Practice communication with Millennial learners in areas of expectations, feedback, and professionalism
  5. Acquire tips on effective interactions with Millennial learners
  6. Describe at least 1 change they will consider making in order to improve their communication with millennial learners that will improve the educational experience 


Methods and Content:

5 minutes: Introductions.

5 minutes: Audience poll of generations using smartphone app poll.

15 minutes: Basic introduction to different generations and their expectations in healthcare education.

30 minutes: Audience is presented with several small scenarios (videos) of potential intergenerational conflicts and will then be polled for their opinions by use of a smartphone app. A large group discussion will follow each scenario and poll.

40 minutes: Attendees are asked to write down on notecards an example of a learning behavior of a learner that they did not agree with.  Notecards will then be randomly distributed to other attendees. Attendees will form pairs, and each pair will role play their examples – 1 being learner with “problem” behavior and 1 being faculty, who must communicate with the student with the goal of  providing an optimal learning environment. Pairs will switch roles to repeat activity with new scenario.

10 minutes: Attendees will reconvene as large group and share 1 idea about how they plan to change their behavior in order to improve the learning environment.

15 minutes: References and questions. Discussion on emerging millennial faculty.