Bridging the Millennial Generation Expectation Gap: Perspectives and Strategies for Physician and Interprofessional Faculty

Williams, Valerie N.; Medina, José Luís; Medina, Andria P.; Clifton, Shari

doi:10.1016/j.amjms.2016.12.004

Cited by 39 publications

(58 citation statements)

References 23 publications

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“…In response to the “generational gap,” clinical research curriculum developers need to consider the antecedents of the gap, including age, clinical experience, and cultural variations (13) , (14) . Recent literature has emphasized that clinical research educators should pay attention to the differences in value systems among different generations of physicians to foster cross-generational relationships and to achieve effective teaching in clinical medicine (15) , (16) . In this vein, the results of our needs assessment demonstrated that “one size does not fit all” in developing an educational support system for pediatric clinical research.…”

Section: Discussionmentioning

confidence: 99%

Needs Assessment for Supports to Promote Pediatric Clinical Research Using an Online Survey of the Japanese Children' s Hospitals Association

Nomura

Kobayashi

Nagata

et al. 2020

JMA J

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Introduction: Infrastructure and the capacity to conduct clinical research in pediatrics have not been fully established in Japan. To elucidate the physicians’ perspectives on clinical research, level of experience, existing barriers, and requests for support, we conducted a survey at 34 children’s hospitals in Japan. Methods: In January 2016, an online survey with 13 questions was sent to approximately 2000 physicians working in 34 pediatric hospitals belonging to the Japanese Association of Children’s Hospitals and Related Institutions. Results: Of the 360 respondents, 318 (88.3%) had presentations at academic conferences, and 261 (72.5%) had publications in academic journals, in the previous year. The most common study designs of clinical research conducted were case reports and case series. The most requested supports were for statistical analysis, followed by study design, grant application, and English-language editing. Younger physicians were more likely to prefer educational lectures ( p < 0.001), whereas experienced physicians were more likely to request support for conducting statistical analysis ( p = 0.002). Whereas physicians who had ever led a clinical trial requested support for the development of study protocol ( p = .013), those without this experience preferred support for literature review ( p = .002) and consultation services for study design ( p = .027). Conclusions: The requests for supports were different, depending on the physicians’ years after graduation and experience level in clinical research. In order to enhance clinical research in pediatrics, it is essential to provide appropriate types and levels of educational and support programs.

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Section: Discussionmentioning

confidence: 99%

Needs Assessment for Supports to Promote Pediatric Clinical Research Using an Online Survey of the Japanese Children' s Hospitals Association

Nomura

Kobayashi

Nagata

et al. 2020

JMA J

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“…The increase of free weekends without being on call between 2006 and 2016 points in the same direction. It is also possible that a changed attitude about the profession and the preparedness to take time off, especially in younger physicians, may have contributed to this development (52,53).…”

Section: Private Occupational and Health Situationmentioning

confidence: 99%

Changes in Working Conditions and Mental Health Among Intensive Care Physicians Across a Decade

et al. 2020

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Background: International studies have shown that among physicians working in intensive care, a relatively high level of work load, an elevated risk of developing burnout and reduced mental health are frequent. The implementation of a legislative intervention in Germany with the goal to reduce the working hours of physicians, offered an opportunity to investigate the potential influence of occupational conditions on stress and mental health. The present study investigates working conditions, occupational stress and burnout risk in two samples of German Intensive Care Physicians in 2006 and 2016. The aim was to assess how occupational and private stress factors influenced burnout and Effort-Reward-Imbalance indices over this time-period. Methods: Intensive care physicians were surveyed during the annual conference of their profession in two cross-sectional studies (10-year gap). Data on demographic (occupational, family), medical history, and mental health (burnout and Effort-Reward-Imbalance) were assessed by paper pencil questionnaires.

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“…3,4 In addition, technology helps educators meet the unique learning needs of the millennial generation, which may include the preference for high interactivity in the classroom as technology-based tools relegate independent knowledge acquisition to the home, and high flexibility afforded by asynchronous learning tools, such as computer-based modules that learners can use at their leisure. 5 It has been suggested that neurology may be the discipline most fitting for early adoption of technology, given its complexity and clinical acuity in certain settings; an example is the validated use of simulation technology in teaching emergency neurology. 6 Although there are significant benefits, the application of technology to medical education has notable pitfalls.…”

mentioning

confidence: 99%

New Media, Technology and Neurology Education

2018

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The use of technology in neurology education has revolutionized many aspects of medical teaching, addressing some important challenges of modern education such as information overload and the unique needs of millennial learners. However, it also has inherent problems, such as depersonalization and high development costs. Due to the heterogeneity of different applications, it is difficult to establish general principles to guide front line educators, but it may be possible to describe "minimum" best practice elements. In this article, we examine commonalities of some of the most successful uses of technology in neurology education. We suggest the following for effective application of technology: (1) match technology to predetermined educational objectives, (2) characterize learners in relationship to technology, (3) optimize how technological components fit into the learning environment, (4) monitor and manage learner engagement with technology, (5) perform cost analyses, and (6) explore opportunities for educational scholarship and research.

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Bridging the Millennial Generation Expectation Gap: Perspectives and Strategies for Physician and Interprofessional Faculty

Cited by 39 publications

References 23 publications

Needs Assessment for Supports to Promote Pediatric Clinical Research Using an Online Survey of the Japanese Children' s Hospitals Association

Needs Assessment for Supports to Promote Pediatric Clinical Research Using an Online Survey of the Japanese Children' s Hospitals Association

Changes in Working Conditions and Mental Health Among Intensive Care Physicians Across a Decade

New Media, Technology and Neurology Education

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