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Training the Millennial learner through experiential evolutionary scaffolding: implications for clinical supervision
Vickie L Venne1, Darrell Coleman
1Huntsman Cancer Institute, University of Utah, 2000 Circle of Hope, Salt Lake City, UT, USA.
Journal of Genetic Counseling
|September 17, 2010
Summary
Millennials, or Generation Y, learn differently. This study explores authentic learning and evolutionary scaffolding to improve genetic counselor education for this generation. New teaching methods are needed for future genetic counselors.
Area of Science:
- Genetic counseling education
- Generational learning differences
Background:
- The Millennial generation (Generation Y) is entering genetic counseling graduate programs and the workforce.
- Their unique learning styles necessitate new pedagogical approaches for effective training.
Purpose of the Study:
- To summarize the distinguishing traits of the Millennial generation.
- To explore authentic learning and evolutionary scaffolding theories to enhance genetic counselor teaching and supervision.
- To propose experiential evolutionary scaffolding as a more effective teaching method.
Main Methods:
- Summarizing Millennial traits and learning theories.
- Applying authentic learning theory and evolutionary scaffolding.
- Demonstrating a new method through case preparation in clinical rotations.
Main Results:
- Authentic learning integrated with evolutionary scaffolding creates experiential evolutionary scaffolding.
- This method offers a potentially more effective approach for teaching Millennials in genetic counseling.
Conclusions:
- Understanding Millennial learning traits is crucial for genetic counselor educators.
- Experiential evolutionary scaffolding shows promise for enhancing the education of future genetic counselors.
- Further research is recommended to validate and refine these teaching strategies.
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