Navigating the Complexities of Health Professions Education for Millennial and Generation Z Learners

Inbunden, Engelska, 2024

AvChanning R. Ford,Kimberly B. Garza,Lindsey E. Moseley,Emily B. Wilkins

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The evolving landscape of healthcare tasks health professions educators with preparing the next generation of providers to be adaptable, responsive, and self-directed to ensure that they are prepared for entry into practice. The complexity of developing, implementing, and assessing health professions education is further compounded when educators consider the expectations of their learners and strive to integrate their needs and expectations into the learning environment. As a result of the varying academic requirements of health professions disciplines, educators may be faced with teaching students spanning multiple generations, to primarily include Millennial and Generation Z learners. Educators must be prepared to anticipate, identify, and respond to differing generational expectations to ensure that health professions students are equipped with the knowledge, skills, and abilities needed for practice. This book examines generational differences between Millennial and Generation Z learners to inform health professions educators of those generational characteristics and expectations. The book also illustrates how higher education has evolved and changed as a result of the COVID-19 pandemic and the impending demographic cliff, how educators can adapt the varying learning environments (classroom, clinical, and experiential) present within health professions education, and provide best practices to consider when developing, implementing and revising learning opportunities.

Produktinformation

Utgivningsdatum2024-01-18
Mått158 x 236 x 18 mm
Vikt458 g
FormatInbunden
SpråkEngelska
SerieGenerational Differences in Higher Education and the Workplace: Leading and Teaching Millennials and Generation Z
Antal sidor232
FörlagBloomsbury Publishing Plc
ISBN9781666917895

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Channing R. Ford is Dean of the Graduate School and Assistant Professor in the College of Education and Professional Studies at Jacksonville State University.Kimberly B. Garza is associate professor and Graduate Program Officer in the Auburn University Harrison College of Pharmacy’s Department of Health Outcomes Research and Policy.Lindsey E. Moseley is curricular coordinator at the Harrison College of Pharmacy at Auburn University.Emily B. Wilkins is Director for Assessment and Planning for the Division of Student Development at the University of Dayton.

AcknowledgmentsPrefaceChapter 1: Overview of Generational Theory and the Millennial GenerationChapter 2: Generation Z Enters Higher Education and How They Compare to MillennialsChapter 3: Recent Trends Impacting Higher Education Across Generations: Is Demography Destiny in Higher Education?Chapter 4: Factors that Impact Health Professions EducationChapter 5: Considerations for Teaching Millennials and Gen Zs in the ClassroomChapter 6: Assessing Competency-Based Education and Navigating Clinical/Lab Skills with Millennial and Generation Z LearnersChapter 7: Establishing Connection within Co-Curricular Experiences and the Role of Student Affairs within Higher EducationChapter 8: Creating a Team within Interprofessional Education with Multigenerational Student PopulationsChapter 9: Cultivating Professionalism and Professional Identity Formation Through Experiential LearningChapter 10: Generational Differences in the Health Professions WorkforceChapter 11: Best Practices for Navigating the Generational DividesConclusionReferencesAbout the Authors

As all of us in higher education continue to wrestle with the cohort effect of the COVID 19 pandemic, the role of generational theory and its emphasis on the significance of historical context feels more salient than ever. The authors provide a clear, comprehensive, and deeply empathetic dive into generational theory and the insights it offers for students and educators in the health professions. Their approach bridges theory to practice in ways that are relatable, practical, and adaptable across many different institutional and disciplinary contexts.