Faculty educators seek to excel both clinically and in teaching--all for the betterment of patient care. Success and growth as an educator over time involve facing exciting challenges as teaching faculty continually engage new learners. A common discourse in society posits that different generations' "generational mindsets" arise due to the different historical events that occurred in each generation's formative years. The framework of generational mindsets may offer a tool to consider influences that affect attitudes to teaching and learning in the workplace.
 

In this workshop, we will review the historical context of each generation--not to debate "generational theories" but to consider practical tips to help bridge gaps and enhance our clinical learning environments. Participants will have opportunities to interact and engage in reflective exercises and hopefully "generate" new ideas to incorporate into their own teaching practices.
 

Learning Objectives
 

1. Describe features attributed to current generations working in medical education;

2. Review the historical events that may shape each generation's mindset;

3. Reflect on differing learning and teaching preferences and approaches that may be ascribed to generations;

4. Discuss practical tips to bridge so-called generational gaps to create a more effective learning environment.

Accreditation Statement

The Harvard Medical School is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.
 

The Harvard Medical School designates this live activity for a maximum of 1.5 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity