Generation Y Health Professional Students’ Preferred Teaching and Learning Approaches: A Systematic Review

Abstract

Generation Y or Millennials are descriptors for those born between 1982 and 2000. This cohort has grown up in the digital age and is purported to have different learning preferences from previous generations. Students are important stakeholders in identifying their preferred teaching and learning approaches in health professional programs. This study aimed to identify, appraise, and synthesize the best available evidence regarding the teaching and learning preferences of Generation Y health professional students. The review considered any objectively measured or self-reported outcomes of teaching and learning reported from Generation Y health professional student perspectives. In accordance with a previously published Joanna Briggs Institute Protocol, a three-step search strategy was completed. Two research articles (nursing and dental hygiene students) and three dissertations (nursing) were critically appraised. All studies were crosssectional descriptive studies. A range of pedagogical approaches was reported, including lecture, group work, and teaching clinical skills. Based on the Joanna Briggs Institute levels of evidence, reviewers deemed the evidence as Level 3. Some generational differences were reported, but these were inconsistent across the studies reviewed. There is, therefore, insufficient evidence to provide specific recommendations for the preferred educational approaches of health professional students and further research is warranted. KeywordsTeaching and Learning, Generation Y students, Millennials, Health Professions Complete Author ListCaroline Mary Hills, Tracy Levett-Jones, Samuel Lapkin, and Helen Warren-Forward This topics in education is available in The Open Journal of Occupational Therapy: http://scholarworks.wmich.edu/ojot/vol5/iss1/ 12The goal of health professional education is to produce competent graduates who are eligible for registration with a regulatory body. quality teaching and learning resources and curricula. The objectives of this review were to identify, appraise, and synthesize the best available evidence regarding the teaching and learning preferences of Generation Y health professional students. Research QuestionThe research question addressed by this study was: "What teaching and learning strategies do Generation Y health professional students prefer?" Method Criteria for Considering StudiesThe systematic review was conducted according to priori methodology outlined in a protocol that was peer-reviewed and published on Search StrategyThe search strategy was developed to find both published and unpublished studies, limited to the English language, and restricted to January Data CollectionData were extracted from the papers in the review using the standardized data extraction tool from the JBI. The extracted data included specific details about the participants' demographics and the sample size, study methods, interventions, number and reasons for withdrawals and dropouts, and any outcomes of significance with regard to the aim of the review. Data Synth...

Feasibility and perceptions of video tutorials for intern training in anaesthesia: a survey

“…This demonstrates how undergraduate training has shifted from lecture-style methods to exploring e-learning based methods to better suit modern learning styles. 10,11 For interns who have not been exposed to e-learning or video tutorials previously, watching videos from the Internet or social media is ubiquitous nowadays and success is achieved with little effort, even by the previously uninitiated.…”

“…9 Millennials tend to have increased accessibility to the Internet, a predisposition to gaming, excessive attachment to their mobile phones and are comfortable with social networking using technology. 10 These younger generations tend to be taught by the older generation (traditional and baby-boomer generations), which Gillipsie termed, the 'generational gap' . 11 This generational gap may be a barrier to effective teaching and training.…”

Self-Determination Theory and Professional Reasoning in Occupational Therapy Students: A Mixed Methods Study

“…With experiential learning, group projects and individual assignments occur in parallel with practical experience with organizations or clients. Instructional strategies for the development of professional reasoning are designed to guide students in applying practical experiences to didactic content (Hills & Levett-Jones, 2017;Knecht-Sabres & Kovic, 2013). Hills and Levett-Jones (2017) conducted a systematic review on the preferred learning methods of health professions students.…”

“…Instructional strategies for the development of professional reasoning are designed to guide students in applying practical experiences to didactic content (Hills & Levett-Jones, 2017;Knecht-Sabres & Kovic, 2013). Hills and Levett-Jones (2017) conducted a systematic review on the preferred learning methods of health professions students. They reported that 85% of recent health professions students preferred hands-on learning and actual practice versus any other instructional method related to learning clinical skills.…”

Examining Occupational Therapy Students’ Responses to Integrative Seminars

“…Health professional education programs are currently still primarily comprised of contentfocused lectures (Hills et al, 2017), which students often regard as disengaging (Toothaker & Taliaferro, 2017). Toothaker and Taliaferro (2017) found that during a course lecture, many nursing students partake in activities unrelated to the lecture, such as completing assignments from other courses or surfing social media.…”