Similarities and Differences in Workplace, Personal, and Technology‐Related Values, Beliefs, and Attitudes Across Five Generations of Americans

Rosen, Larry D.; Lara‐Ruiz, Jose

doi:10.1002/9781118771952.ch2

Cited by 3 publications

(4 citation statements)

References 54 publications

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“…As we advance deeper into the twenty-first century, the new generations of students frequenting universities and medical schools are more and more composed of what Prensky first termed as “digital natives” in 2001 [14]: having known technology all their lives, these are “native speakers of the digital language of computers, video games, and the internet”, as he described them. These generations profess themselves as being more enthusiastic about (and dependent upon) technology and computers in their daily lives, and so not surprisingly, use it more heavily than previous generations do [15]. There is evidence to suggest that this has had repercussions on learning approaches: for example, in their 2018 study, Backhaus et al [16] found that “digital natives” in their medical student study population performed significantly worse when learning under the “traditional” lecture format (standard in many medical schools) than when technology and e-learning resources were integrated.…”

Section: Introductionmentioning

confidence: 99%

Does case-based blended-learning expedite the transfer of declarative knowledge to procedural knowledge in practice?

et al. 2019

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BackgroundCase-Based Learning (CBL) has seen widespread implementation in undergraduate education since the early 1920s. Ample data has shown CBL to be an enjoyable and motivational didactic tool, and effective in assisting the expansion of declarative and procedural knowledge in academia. Although a plethora of studies apply multiple choice questions (MCQs) in their investigation, few studies measure CBL or case-based blended learning (CBBL)-mediated changes in students’ procedural knowledge in practice or employ comparison or control groups in isolating causal relationships.MethodsUtilizing the flexibilities of an e-learning platform, a CBBL framework consisting of a) anonymized patient cases, b) case-related textbook material and online e-CBL modules, and c) simulated patient (SP) contact seminars, was developed and implemented in multiple medical fields for undergraduate medical education. Additionally, other fields saw a solo implementation of e-CBL in the same format. E- cases were constructed according to the criteria of Bloom’s taxonomy.In this study, Objective Structured Clinical Examination (OSCE) results from 1886 medical students were analyzed in total, stratified into the following groups: medical students in 2013 (n = 619) before CBBL implementation, and after CBBL implementation in 2015 (n = 624) and 2016 (n = 643).ResultsA significant improvement (adjusted p = .002) of the mean OSCE score by 1.02 points was seen between 2013 and 2015 (min = 0, max = 25).ConclusionE-Case-Based Learning is an effective tool in improving performance outcomes and may provide a sustainable learning platform for many fields of medicine in future.

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Section: Introductionmentioning

confidence: 99%

Does case-based blended-learning expedite the transfer of declarative knowledge to procedural knowledge in practice?

et al. 2019

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“…As we advance deeper into the 21 st century, the new generations of students frequenting universities and medical schools are more and more composed of what Prensky first termed as "digital natives" in 2001 (14): having known technology all their lives, these are "native speakers of the digital language of computers, video games, and the Internet", as he described them. These generations profess 4 themselves as being more enthusiastic about (and dependent upon) technology and computers in their daily lives, and so not surprisingly, use it more heavily than previous generations do (15). There is evidence to suggest that this has had repercussions on learning approaches: for example, in their 2018 study, Backhaus et al (16) found that "digital natives" in their medical student study population performed significantly worse when learning under the "traditional" lecture format (standard in many medical schools) than when technology and e-learning resources were integrated.…”

Section: Case-based Discussion In E-cblmentioning

confidence: 99%

Does Case-based blended-learning expedite the transfer of declarative knowledge to procedural knowledge in practice?

Turk

Ertl

Wong

et al. 2019

Preprint

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Background Case-Based Learning (CBL) has seen widespread implementation in undergraduate education since the early 1920s. Ample data has shown CBL to be an enjoyable and motivational didactic tool, and effective in assisting the expansion of declarative and procedural knowledge in academia. Although a plethora of studies apply multiple choice questions (MCQs) in their investigation, few studies measure CBL or case-based blended learning (CBBL)-mediated changes in students’ procedural knowledge in practice or employ comparison or control groups in isolating causal relationships. Methods Utilizing the flexibilities of an e-learning platform, a CBBL framework consisting of a) anonymized patient cases, b) case-related textbook material and online e-CBL modules, and c) simulated patient (SP) contact seminars, was developed and implemented in multiple medical fields for undergraduate medical education. Additionally, other fields saw a solo implementation of e-CBL in the same format. E- cases were constructed according to the criteria of Bloom’s taxonomy. In this study, Objective Structured Clinical Examination (OSCE) results from (n=619) medical students in 2013 before CBBL implementation, and after CBBL implementation in 2015 (n=624) and 2016 (n=643) were analyzed. Results A significant improvement (adjusted p=.002) of the mean OSCE score by 1.02 points was seen between 2013 and 2015 (min=0, max=25). Conclusion E-Case-Based Learning is an effective tool in increasing student satisfaction, improving performance outcomes and may provide a sustainable learning platform for many fields of medicine in future.

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“…On the other hand, distinct developmental experiences have also influenced the age-based identities of the youngest workforce entrants (e.g., Millennials and Gen Z). The primary difference between the youngest and existing workforce members’ characteristics hinges on the prevalence of digital technologies throughout the youngest entrants’ formative years and the emphasis on collective, other-focused learning opportunities driven by these new technologies 1 (Hershatter & Epstein, 2010; Myers & Sadaghiani, 2010; Rosen & Lara‐Ruiz, 2015). Through their lifelong use of digital technologies, younger employees have developed competency with new technologies of real-time information gathering and shared communication, such as video sharing, texting, and blogging (Deal, Altman, & Rogelberg, 2010; Palfrey & Gasser, 2013; Wesolowski, 2014).…”

Section: Differing Workplace Preferences In a Multigenerational Workfmentioning

confidence: 99%

“…Instead, we argue that knowledge and attitudes towards communication technologies and the importance of such technologies during younger generations’ formation years bring a unique age-related identity perspective not found in most members of an older generational cohort. For example, recent research does demonstrate generational differences in terms of preferences, usage, and attitudes towards information technologies do exist (e.g., Palfrey & Gasser, 2013; Rosen & Lara‐Ruiz, 2015).…”

mentioning

confidence: 99%

Developing employee socio-technical flexibility in a multigenerational workforce

Flinchbaugh

Valenzuela

2016

Journal of Management & Organization

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This paper identifies how management’s intentional use of participatory management practices can heighten knowledge sharing across a multigenerational workforce through the presence of socio-technical flexibility. In this conceptualization, we identify the value of socio-technical flexibility to effective employee knowledge sharing in three steps. First, we define the prominent characteristics of the current multigenerational workforce. Second, we define the behavioral characteristics of socio-technical flexibility. Third, we describe how an intentional use of salient management practices, including reverse mentoring, flexible work roles, and self-managed teams optimizes multigenerational talents to enhance employee socio-technical flexibility, which in turn, leads to multigenerational knowledge sharing. We believe that by embracing the benefits of multigenerational workforce, management can take intentional steps to create a workplace that optimizes effective knowledge sharing behaviors for improved service through salient participatory management practices.

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Similarities and Differences in Workplace, Personal, and Technology‐Related Values, Beliefs, and Attitudes Across Five Generations of Americans

Cited by 3 publications

References 54 publications

Does case-based blended-learning expedite the transfer of declarative knowledge to procedural knowledge in practice?

Does case-based blended-learning expedite the transfer of declarative knowledge to procedural knowledge in practice?

Does Case-based blended-learning expedite the transfer of declarative knowledge to procedural knowledge in practice?

Developing employee socio-technical flexibility in a multigenerational workforce

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