Generational situatedness: Challenging generational stereotypes in health professions education

Area of Science:

• Medical Education
• Sociology of Education
• Health Professions Education Research

Background:

• Generation theory is widely used in health professions education (HPE).
• Its application often leads to generalizations that can disadvantage learners.
• There is a need to re-evaluate the use of generational frameworks in HPE.

Purpose of the Study:

• To analyze the application of generation theory to Generation Z learners in HPE.
• To propose an alternative framework for understanding and addressing student population evolution in HPE.

Main Methods:

• A literature search identified HPE publications on Generation Z learners.
• Thematic analysis was used to identify existing and new themes.

Main Results:

• Qualitative analysis revealed three pre-defined themes and four new themes.
• Essentialism and generational othering were prevalent.
• Generational humility and situatedness were also observed.

Conclusions:

• The pervasive use of essentialism and generational othering in HPE discourse presents challenges.
• While some evidence suggests more holistic approaches, continued reliance on generation theory is discouraged.
• Educators should resist generalizations and adopt comprehensive strategies for preparing students for current and future healthcare practice.