Department of Plastic and Reconstructive Surgery, Aberdeen Royal Infirmary, Aberdeen, Scotland, UK.
J Surg Educ. 2012 May-Jun;69(3):344-9. doi: 10.1016/j.jsurg.2011.09.007. Epub 2011 Dec 16.
Some authors have claimed that those plastic surgeons born between 1965 and 1979 (generation X, or Gen-X) are more technologically able than those born between 1946 and 1964 (Baby Boomers, or BB). Those born after 1980, which comprise generation Y (Gen-Y), might be the most technologically able and most demanding for electronic learning (e-learning) to support their education and training in plastic surgery. These differences might represent a "digital generation gap" and would have practical and financial implications for the development of e-learning.
The aim of this study was to survey plastic surgeons on their experience and preferences in e-learning in plastic surgery and to establish whether there was a difference between different generations.
Online survey (e-survey) of plastic surgeons within the UK and Ireland was used for this study.
In all, 624 plastic surgeons were invited by e-mail to complete an e-survey anonymously for their experience of e-learning in plastic surgery, whether they would like access to e-learning and, if so, whether this should this be provided nationally, locally, or not at all. By stratifying plastic surgeons into three generations (BB, Gen-X, and Gen-Y), the responses between generations were compared using the χ(2)-test for linear trend. A p value < 0.05 was considered to be statistically significant.
Of the 624 plastic surgeons contacted, 237 plastic surgeons completed the survey (response rate, 38%), but data from 2 surgeons were excluded. For the remaining 235 plastic surgeons, no evidence was found of statistically significant linear trends between by generation and either experience, access, or provision of e-learning.
These findings refute the claim that there are differences in the experience of e-learning of plastic surgeons by generation. Furthermore, there is no evidence that there are differences in whether there should be access to e-learning and how e-learning should be provided for different generations of plastic surgeons.
一些作者声称，那些出生于 1965 年至 1979 年（X 世代，又称 Gen-X）的整形外科医生比那些出生于 1946 年至 1964 年（婴儿潮一代，又称 BB）的整形外科医生更具备技术能力。那些出生于 1980 年后的人，构成了 Y 世代（Gen-Y），他们可能是最具备技术能力的，并且对电子学习（e-learning）的需求最大，以支持他们在整形外科方面的教育和培训。这些差异可能代表着“数字代沟”，并将对 e-learning 的发展产生实际和财务影响。
本研究旨在调查整形外科医生在整形外科领域的 e-learning 经验和偏好，并确定不同世代之间是否存在差异。
本研究使用英国和爱尔兰的整形外科医生在线调查（e-survey）进行。
共向 624 名整形外科医生发送电子邮件邀请他们匿名完成一项关于他们在整形外科领域的 e-learning 经验的 e 调查，包括他们是否希望获得 e-learning，如果是，他们希望全国性、地方性还是完全不提供。通过将整形外科医生分为三代（BB、Gen-X 和 Gen-Y），使用线性趋势 χ(2)-检验比较各代之间的反应。p 值<0.05 被认为具有统计学意义。
在联系的 624 名整形外科医生中，有 237 名完成了调查（应答率为 38%），但有 2 名医生的数据被排除。对于其余 235 名整形外科医生，没有证据表明世代与 e-learning 的经验、获得或提供之间存在统计学显著的线性趋势。
这些发现驳斥了整形外科医生的 e-learning 经验因世代而异的说法。此外，没有证据表明不同世代的整形外科医生是否应该获得 e-learning 以及如何提供 e-learning 存在差异。
