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Combler le
fossé générationneldans les études de médecine
Présentatrice : Dre Vanessa RambiharRelations avec des fournisseurs de soutien financier
Aucune
Divulgation de soutien commercialCe programme n’a reçu aucun soutien financier d’une organisation tierce.Ce programme n’a reçu aucun soutien autre que financier d’une organisation tierce.
Possibilité de conflits d’intérêtsAucune
Dre Vanessa Rambihar, CCMF Professeure adjointe et directrice adjointe de programme, Département de médecine familiale et communautaire de l’Université de Toronto
O B J E C T I F S
Décrire les difficultés et les ouvertures inhérentes à l’enseignement et à l’apprentissage intergénérationnels
Caractériser les principales cohortes générationnelles dans les études de médecine
Utiliser les connaissances relatives aux différences intergénérationnelles pour élaborer des stratégies d’enseignement motivantes fondées sur des données probantes
C A S
C a s 1
« C’est mon groupe de clavardage de stage qui a trouvé quel était l’antibiotique de première intention. »
C a s 2
« J’utilise le calculateur de risques de Framingham et je consulte les lignes directrices de la SCC. »
C a s 3
« Je ne peux pas réussir les modules en ligne; je ne suis pas un apprenant visuel ni auditif. »
gé·né·ra·ti·on/ʒeneRasjɔ̃/
Tout ce qui existait dans le monde quand vous êtes nés est normal et ordinaire, un simple élément naturel.
Tout ce qui est inventé quand vous avez de 15 à 35 ans est nouveau, excitant et révolutionnaire;vous pouvez probablement en faire une carrière.
Tout ce qui est inventé après vos 35 ans va à l’encontre de l’ordre naturel des choses.
Douglas Adams, Fonds de tiroir
M I L L E N N I A U X1980-2000
M I L L E N N I A U X1980-2000
Rétroaction et louanges
Optimistes, altruistesPenseurs collectifs
Apprentissage individuel et structuré
Décrits comme :« Enfants du numérique » Travail utile et gratifiant
Équilibre travail-vie personnelle
Attentats terroristes
Événements marquants : Attentes et motivations :Essor des technologies
G É N É R A T I O N X1964-1980
Autonomes
Le travail, c’est la vie
Resistance à l’autorité et aux structures traditionnelles
Épidémie du sidaBoom télévisuel
Décrits comme :
Événements marquants : Attentes et motivations :
À l’aise avec le changement
Mentalité axée sur les résultats
Apprenants indépendantsSolutionnistes ingénieux
GÉNÉRATION DU BABY-BOOM1945-1964
MentorsExplorateurs
Remise en question des règlesÉthique de travail rigoureuse etdévouement au travail
Arrivée de la télévision dans les foyersAssassinats de héros (JFK)WoodstockAlunissage
Décrits comme :
Événements marquants : Attentes et motivations :
Appui des éducateurs, enseignement traditionnel
R i s q u e d e S T É R É O T Y P E R
S E C R O I R E T O U T P E R M I S e s t u n e r é a c t i o n à u n m o n d e
d ’ A B O N D A N C E
T E N S I O N Sintergénérationnelles
Génération du baby-boom
MilléniauxGénération X
Autorité Technologies
Rétroaction
S T R A T É G I E Spour combler le fossé intergénérationnel
S E R E N S E I G N E R
S E R E N S E I G N E R
D É F I N I Rles valeurs fondamentales de la profession
F A V O R I S E Rla synthèse, le raisonnement et la pensée critique
CRÉER DES LIENS
U T I L I S E Rles technologies comme outils
C A S
« C’est mon groupe de clavardage de stage qui a trouvé quel était l’antibiotique de première intention. »
C a s 1
« J’utilise le calculateur de risques de Framingham et je consulte les lignes directrices de la SCC. »
C a s 2
C a s 3
« Je ne peux pas réussir les modules en ligne; je ne suis un apprenant visuel ou auditif. »
Se renseigner
Définir les valeurs
fondamentales
Communiquer clairement
LA VALEUR DE L’EXPÉRIENCE N'EST PAS DE VOIR
BEAUCOUP, MAIS DE VOIR AVEC SAGESSE.
William Osler
Les 4 meilleurs articles pour enseigner aux milléniaux selon VanessaDesy, JR., Darcy, AR., Wolanskyj, MD.. Milestones and Millennials: A Perfect Pairing –Competency Based Medical Education and the Learning Preferences of GenerationY. Mayo Clinic Proceedings, 2017.
Toohey, S., Wray, A., Wreichmann, W., et al. Ten Tips for Engaging the MillennialLearner and Moving an Emergency Medicine Residency Curriculum into the 21st Century. Western Journal of Emergency Medicine, 2016.
Barton, C., Fromm, J., and Egan, C. The Millennial Consumer: DebunkingStereotypes. Boston Consulting Group, 2012.
Roberts, D., Newman, L., and Schwartztein, R. Twelve Tips for Facilitating Millennials' Learning. Harvard Medical School, Medical Teacher, 2012.
Références Aaron M, Levenberg P. The Millennials in Medicine: Tips for Teaching the Next
Generation of Physicians. Journal of Clinical and Academic Ophthalmology2014;7(1):e17-e20.
Bahner DP, Adkins E, Patel N, Donley C, Nagel R, Kman NE. How we use social media to supplement a novel curriculum in medical education. Med Teach2012;34(6):439-444.
Borges NJ, Manuel RS, ELam CL, Jones BJ. Differences in motives betweenMillennial and Generation X medical students. Med Educ 2010;44(6):570-6.
Borges NJ, Manuel RS, Elam CL, Jones BJ. Comparing Millennial and Generation X medical students at one medical school. Academic Medicine2006;81(6):571-6.
Boysen PG, Daste L, Northern T. Multigenerational Challenges and the Future of Graduate Medical Education. The Ochsner Journal 2016;16(1):101-107.
Earle V, Myrick F, Yonge O. Preceptorship in the intergenerational context: an integrative review of the literature. Nurse Educ Today 2011;31(1):82-87.
Elam CL, Borges NJ, Manuel RS. Millennial Students’ Perspectives on the MedicalSchool Learning Environment: A Pilot Study from Two Institutions. MedicalScience Educator 2011;21(2):151-157.
Elbert N, Cumiskey KJ. Bridging the generation gap: “Growing golf” through an action learning activity. Journal of Instructional Pedagogies 2014;13(1):1-6.
Jodie Eckleberry-Hunt J, Tucciarone J. The Challenges and Opportunities of Teaching “Generation Y”. Journal of Graduate Medical Education 2011;3(4):458-461. DOI: http://dx.doi.org/10.4300/JGME-03-04-15
Mohr NM, Moreno-Walton L, Mills AM, Brunett PH, Promes SB, Society for Academic Emergency Medicine Aging and Generational Issues in Academic Emergency Medicine Task Force. Generational influences in academicemergency medicine: teaching and learning, mentoring, and technology(part I). Acad Emerg Med 2011;18(2):190-199.
Murnagham FL, Forte M, Choy IC, Abner E. Innovations in Teaching and Learning in the Clinical Setting for Postgraduate Medical Education. Membersof the FMEC PG consortium; 2011.
Roberts DH, Newman LR, Schwartzstein RM. Twelve tips for facilitatingMillennials’ learning. Med Teach 2012;34(4):274-278.
Tsang A, Harris DM. Faculty and second-year medical student perceptions of active learning in an integrated curriculum. Advances in Physiology Education2016;40(1):446-453. DOI: http://dx.doi.org/10.1152/advan.00079.2016.
Twenge JM. Generational changes and their impact in the classroom: teaching Generation Me. Medical Education 2009;43:398-405.
Barton, C., Fromm, J., and Egan, C. The Millenial Consumer: DebunkingStereotypes. Boston Consulting Group, 2012.
Toohey, S., Wray, A., Wreichmann, W., et al. Ten Tips for Engaging the MillennialLearner and Moving an Emergency Medicine Residency Curriculum into the 21st Century. Western Journal of Emergency Medicine, 2016.
Roberts, D., Newman, L., and Schwartztein, R. Twelve tips for FacilitatingMillennials' Learning. Medical Teacher, 2012.
Desy, J., Reed DA., and Wolanskyj A. Milestones and Millennials: A PerfectPairing-Competency-Based Medical Education and the Learning Preferences of Generation Y. Mayo Clinic Proceedings, 2017.
Bridging the Millennial Generation Expectation Gap: Perspectives and Strategies for Physician Interprofessional Faculty. Am J Med Sciences, 2017.
Nevin, C., Westfall A., Rodiguez J., et al. Gamification as a tool for enhancinggraduate medical education. Postgraduate Medical Journal, 2014.
Bekowitz S., Kung, J., Eisenberg, R., et al. Resident iPad use: has it reallychanged the game?. Journal of the American College of Radiology, 2014.
Jordan, J., Jalali, A., Clarke, S., et al. Asynchronous vs didactic education: it'stoo early to throw in the towel on tradition. BMC Medical Education, 2013.
Martin, S., Farman J., and Arora VM. Future: new strategies for hospitalists to overcome challenges in teaching on today's wards. Journal of Hospital Medicine (Online), 2013.
Bahner, D., Adkins, E., Patel, N., et al. How we use social media to supplementa novel curriculum in medical education. Medical Teacher, 2012.
Hart, D., and Joing, S., The Millennial Generation and "the lecture". Commentsin Academic Emergence Medicine, 2011. Lecture available online: http://vimeo.com/24148123.
Bedoya, M., Back, S., Back S., et al. Learning, technology and intellectualproperty: a survey of the philosophies and preferences of our trainees and peers. Pediatric Radiology, 2016.
Shappell, E., and Ahn, J. A Needs Assessment for a Longitudinal Emergency Medicine Intern Curriculum. The Western Journal of Emergency Medicine, 2017.
Hennessy, C., Kirkpatrick E., Smith C. et al. Social media and anatomyeducation: Using twitter to enhance the student learning experience in anatomy. Anatomical Sciences and Education, 2016.
Tsang, A., and Harris, D. Faculty and second-year medical student perceptions of active learning in an integrated curriculum. Advances in PhysiologyEducation. 2016.
Chan, T., Sennik S., Trotter B., et al. Studying with the cloud: the use of online Web-based resources to augment a traditional study group format. Canadian Journal of Emergency Medical Care, 2015.
Phitayakorn, R., Nick, M,, Lind D., et al. WISE-MD usage among millennialmedical students. American Journal of Surgery, 2015.
Nevin C., Westfall A., Rodriguez J et al. Gamification as a tool for enhancinggraduate medical education. 2014.
Ottolini, M. Pediatric hospitalists and medical education. Pediatric Annals, 2014.
Benninger, B., Matsler, N., and Delamarter, T. Classic versus millennial medicallab anatomy. Clinical Anatomy, 2014.
Chu, L., Erlendson, M., Sun, J et al. Information technology and its role in anaesthesia training and continuing medical education. ClinicalAnaesthesiology, 2012.
Struhal, W., Falup=Pecurariu C., Sztriha L et al. European Association of Young Neurologists and Trainees: position paper on teaching courses for Generation Y. European Neurology, 2011.
Stein, Joel. The Me Me Me Generation. Time Magazine, 2013. Available online: http://time.com/247/millennials-the-me-me-me-generation/
Scaffidi, M., Khan, R., Wang, C., et al. Comparison of the Impact of Wikipedia, UpToDate, and a Digital Textbook on Short-Term Knowledge Acquisition Among Medical Students: Randomized Controlled Trial of Three Web-Based Resources. JMIR Medical Education, 2017.
Rutledge, Chrystal; Walsh, Catharine M; Swinger, Nathan; Auerbach, Marc; Castro, Danny; Dewan, Maya; Khattab, Mona; Rake, Alyssa; Harwayne-Gidansky, Ilana; Raymond, Tia T; Maa, Tensing; Chang, Todd P; Quality Cardiopulmonary Resuscitation (QCPR) leaderboard investigators of the International Network for Simulation-based Pediatric Innovation, Research, and Education (INSPIRE). Gamification in Action: Theoretical and Practical Considerations for Medical Educators. Acad Med. 2018 Feb 20.
Lee, Li-Ang; Chao, Yi-Ping; Huang, Chung-Guei; Fang, Ji-Tseng; Wang, Shu-Ling; Chuang, Cheng-Keng; Kang, Chung-Jan; Hsin, Li-Jen; Lin, Wan-Ni; Fang, Tuan-Jen; Li, Hsueh-Yu. Cognitive Style and Mobile E-Learning in Emergent Otorhinolaryngology-Head and Neck Surgery Disorders for Millennial Undergraduate Medical Students: Randomized Controlled Trial. J Med Internet Res. 20(2):e56, 2018 Feb 13.
Hopkins, Laura; Hampton, Brittany S; Abbott, Jodi F; Buery-Joyner, Samantha D; Craig, LaTasha B; Dalrymple, John L; Forstein, David A; Graziano, Scott C; McKenzie, Margaret L; Pradham, Archana; Wolf, Abigail; Page-Ramsey, Sarah M. To the point: medical education, technology, and the millennial learner. Am J Obstet Gynecol. 218(2):188-192, 2018 Feb.
Pettit, Robin K; McCoy, Lise; Kinney, Marjorie. What millennial medical students say about flipped learning. Adv Med Educ Pract. 8:487-497, 2017.
Desy, Janeve R; Reed, Darcy A; Wolanskyj, Alexandra P. Milestones and Millennials: A Perfect Pairing-Competency-Based Medical Education and the Learning Preferences of Generation Y. Mayo Clin Proc. 92(2):243-250, 2017 02.
McCullough-Billups, M.Developing soft skills in millennial students: A delphi study Available from ERIC. (2011265004; ED578975). Retrieved from http://myaccess.library.utoronto.ca/login?url=https://search-proquest-com.myaccess.library.utoronto.ca/docview/2011265004?accountid=14771
West, C. E.Millennial instructional preferences in post-secondary business programs Available from ERIC. (2011262624; ED577402). Retrieved from http://myaccess.library.utoronto.ca/login?url=https://search-proquest-com.myaccess.library.utoronto.ca/docview/2011262624?accountid=14771
Sciuto, D. J.Building connective capital and personal learning networks through online professional development communities for new teachers Available from ERIC. (2009553896; ED576774). Retrieved from http://myaccess.library.utoronto.ca/login?url=https://search-proquest-com.myaccess.library.utoronto.ca/docview/2009553896?accountid=14771
