The Challenges and Opportunities of Teaching “Generation Y”

Eckleberry-Hunt, Jodie; Tucciarone, Jennifer

doi:10.4300/jgme-03-04-15

Cited by 193 publications

(162 citation statements)

References 10 publications

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“…Shifting from pure lecture to incorporate hands-on activities holds student interest and increases information retention. Hands-on activities should be directly related to a specific task that students perceive as a need, because they are concerned about saving time [3,15,16].…”

Section: Generation Ymentioning

confidence: 99%

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The Medical Education of Generation Y

2015

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Section: Generation Ymentioning

confidence: 99%

“…Generation Y often prefers to watch lectures at home or via podcast on their own time [10,18]. Campus space also needs to be reconfigured because traditional, cubicle-style libraries are not often preferred by this generation, who tend to work in groups and use laptop computers simultaneously [15].…”

Section: Some Modest Proposalsmentioning

confidence: 99%

The Medical Education of Generation Y

2015

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“…7 Millennials also seek clear expectations and immediate feedback on their performance, and though they have sometimes been criticized for a strong sense of entitlement, they have a strong desire for collaboration and group-based activity. 5,6 One of the most notable and defining characteristics of the Millennial Generation is an affinity for technology and innovation. [7][8][9] Web-based learning tools that are interactive and engaging, such as blogs, podcasts, or streaming videos are familiar and favored methods of learning.…”

Section: The Newest Generation Of Learnersmentioning

confidence: 99%

“…Millennial learners prefer specific, immediate feedback, and trainee documentation can serve as a template to show examples of good documentation and clinical reasoning as well as areas needing improvement. 5 These tangible examples of clinical performance are specific and understandable for trainees to guide their self-learning and improvement.…”

Section: Using Documentation To Teachmentioning

confidence: 99%

FUTURE: New strategies for hospitalists to overcome challenges in teaching on today's wards

Martin

Farnan

Arora

2013

Journal of Hospital Medicine

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Changes in the clinical learning environment under resident duty hours restrictions have introduced a number of challenges on today's wards. Additionally, the current group of medical trainees is largely represented by the Millennial Generation, a generation characterized by an affinity for technology, interaction, and group‐based learning. Special attention must be paid to take into account the learning needs of a generation that has only ever known life with duty hours. A mnemonic for strategies to augment teaching rounds for hospitalists was created using an approach that considers time limitations due to duty hours as well as the preferences of Millennial learners. These strategies to enhance learning during teaching rounds are Flipping the Wards, Using Documentation to Teach, Technology‐Enabled Teaching, Using Guerilla Teaching Tactics, Rainy Day Teaching, and Embedding Teaching Moments into Rounds (FUTURE). Hospitalists serving as teaching attendings should consider these possible strategies as ways to enhance teaching in the post‐duty hours era. These techniques appeal to the preferences of today's learners in an environment often limited by time constraints. Hospitalists are well positioned to champion innovative approaches to teaching in a dynamic and evolving clinical learning environment. Journal of Hospital Medicine 2013;8:409–413. © 2013 Society of Hospital Medicine

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“…They expressed satisfaction with the content provided and the methodology used in the process of learning anatomy. This can be attributed to the fact that most of the students surveyed can be classified as belonging to Generation Y [52]. The neural network-based feedback of the i-SIDRA system and its integration with mobile technology address some of the educational preferences of this kind of students.…”

Section: Surveymentioning

confidence: 99%

An Empirical Study of Neural Network-Based Audience Response Technology in a Human Anatomy Course for Pharmacy Students

et al. 2016

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Objective: This paper presents an empirical study of a formative neural network-based assessment approach by using mobile technology to provide pharmacy students with intelligent diagnostic feedback.Method: An unsupervised learning algorithm was integrated with an audience response system called SIDRA in order to generate states that collect some commonality in responses to questions and add diagnostic feedback for guided learning. A total of 89 pharmacy students enrolled on a Human Anatomy course were taught using two different teaching methods. Forty-four students employed intelligent SIDRA (i-SIDRA), whereas 45 students received the same training but without using i-SIDRA.Results: A statistically significant difference was found between the experimental group (i-SIDRA) and the control group (traditional learning methodology), with T (87) = 6.598, p < 0.001. In four MCQs tests, the difference between the number of correct answers in the first attempt and in the last attempt was also studied. A global effect size of 0.644 was achieved in the meta-analysis carried out. The students expressed satisfaction with the content provided by i-SIDRA and the methodology used during the process of learning anatomy (M=4.59).

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The Challenges and Opportunities of Teaching “Generation Y”

Cited by 193 publications

References 10 publications

The Medical Education of Generation Y

The Medical Education of Generation Y

FUTURE: New strategies for hospitalists to overcome challenges in teaching on today's wards

An Empirical Study of Neural Network-Based Audience Response Technology in a Human Anatomy Course for Pharmacy Students

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