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Related Experiment Videos

See one, do one, teach one: developing professionalism across the generations.

Sharon Johnston1

  • 1Department of Family Medicine, University of Ottawa, Ottawa, Ontario, Canada. Sharon.Johnston@alum.Dartmouth.org

Clinical Orthopaedics and Related Research
|June 1, 2006
PubMed
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Bridging generational gaps in physician values is crucial for professionalism. Addressing differences in altruism and quality of life requires tailored, career-stage-appropriate education for evolving medical communities.

Area of Science:

  • Medical Education
  • Professionalism Studies
  • Sociology of Medicine

Background:

  • Professional values and identity evolve with medical career progression.
  • Societal changes influence the collective values of the medical profession.
  • Persistent generational gaps in professional values, particularly concerning altruism and quality of life, have existed for decades.

Purpose of the Study:

  • To explore the dynamics of generational differences in medical professional values.
  • To identify strategies for bridging these generational gaps to foster professional development.
  • To emphasize the need for adaptable, career-stage-appropriate teaching strategies.

Main Methods:

  • Qualitative analysis of evolving professional values across medical career stages.

Related Experiment Videos

  • Examination of societal influences on the medical profession's collective values.
  • Literature review on generational differences in medical ethics and practice.

    • Main Results:

    • Recurring generational gaps in professional values are a significant, ongoing issue.
    • The central themes of these gaps over the past 50 years have been altruism and quality of life.
    • Successful professional development requires addressing and negotiating these generational differences.

    Conclusions:

    • Bridging generational value gaps is essential for both individual physicians and the medical community.
    • Negotiations for change must be built on common ground and mutual understanding.
    • A long-term developmental approach with adaptive teaching strategies is necessary to meet the needs of younger medical generations.