Hrdy Michael, Tarver Emily M, Lei Charles, Moss Hillary C, Wong Ambrose H, Moadel Tiffany, Beattie Lars K, Lamberta Michael, Cohen Stephanie B, Cassara Michael, Hughes Michelle D, De Castro Aga, Sahi Nidhi, Chen Tina H
University of Pennsylvania Perelman School of Medicine Philadelphia Pennsylvania USA.
The Children's Hospital of Philadelphia Philadelphia Pennsylvania USA.
AEM Educ Train. 2024 May 19;8(Suppl 1):S56-S69. doi: 10.1002/aet2.10981. eCollection 2024 May.
Generation Z learners are entering emergency medicine (EM) residency training, bringing unique learning preferences that influence their engagement with residency education. To optimally teach and motivate this incoming generation of learners, EM educators must understand and adapt to the changing instructional landscape.
The Simulation Leaders Advancing the Next Generation in Emergency Medicine (SLANG-EM) Workgroup was created to identify effective educational strategies for Generation Z learners entering EM. Members were faculty in the Society for Academic Emergency Medicine (SAEM) Simulation Academy, well versed in learning theory supporting simulation-based education (SBE) and actively involved in EM residency education.
UNIQUE TREATMENT/ANALYSIS: Through primary and secondary literature searches, the SLANG-EM Workgroup identified four distinctive learning preferences of Generation Z learners: (1) individualized and self-paced learning, (2) engaging and visual learning environments, (3) immediate and actionable feedback, and (4) combined personal and academic support. Workgroup members evaluated these learning preferences using a novel conceptual framework informed by the theoretical principles underpinning SBE, recommending instructional strategies for Generation Z EM residency learners across multiple educational environments.
Instructional strategies were described for the didactic, simulation, and clinical learning environments. In the didactic environment, identified instructional strategies included meaningful asynchronous education, interactive small-group learning, and improved multimedia design. In the simulation environment, educational innovations particularly suitable for Generation Z learners included learner-centered debriefing, rapid-cycle deliberate practice, and virtual simulation. In the clinical environment, described instructional strategies involved setting learner-centered goals and delivering facilitative feedback in the context of an educational alliance. Overall, these instructional strategies were clustered around themes of student-centered education and the educator as facilitator, which align well with Generation Z learning preferences. These findings were synthesized and presented as an advanced workshop, "Delivering Effective Education to the Next Generation," at the 2023 SAEM Annual Meeting.
Z世代学习者正在进入急诊医学（EM）住院医师培训阶段，他们独特的学习偏好会影响其对住院医师教育的参与度。为了以最佳方式教授并激励这一代新的学习者，急诊医学教育工作者必须理解并适应不断变化的教学环境。
创建了急诊医学下一代模拟领导者（SLANG-EM）工作组，以确定针对进入急诊医学领域的Z世代学习者的有效教育策略。成员均为学术急诊医学协会（SAEM）模拟学院的教员，精通支持基于模拟的教育（SBE）的学习理论，并积极参与急诊医学住院医师教育。
独特的处理/分析：通过一次和二次文献检索，SLANG-EM工作组确定了Z世代学习者的四种独特学习偏好：（1）个性化和自主节奏的学习，（2）引人入胜的视觉学习环境，（3）即时且可操作的反馈，以及（4）个人与学业支持相结合。工作组成员使用一个由支撑SBE的理论原则所启发的新颖概念框架来评估这些学习偏好，为多个教育环境中的Z世代急诊医学住院医师学习者推荐教学策略。
描述了针对理论教学、模拟和临床学习环境的教学策略。在理论教学环境中，确定的教学策略包括有意义的异步教育、互动式小组学习以及改进的多媒体设计。在模拟环境中，特别适合Z世代学习者的教育创新包括以学习者为中心的总结汇报、快速循环刻意练习以及虚拟模拟。在临床环境中，所描述的教学策略涉及设定以学习者为中心的目标，并在教育联盟的背景下提供促进性反馈。总体而言，这些教学策略围绕以学生为中心的教育和作为促进者的教育工作者这两个主题展开，与Z世代的学习偏好非常契合。这些研究结果在2023年SAEM年会上被综合整理，并作为一个高级研讨会“为下一代提供有效教育”进行了展示。
