Workshops held during Medical Education Day focused on a variety of topics including bridging generational gaps, leveraging the latest technology to enhance learning, and supporting the overall health of students and trainees. I was guessed. Photo: Teresa Crawford
Feinberg’s 14th Annual Medical Education Day, held Oct. 15, brought together faculty, staff, trainees and students to share educational research and best teaching practices.
“Medical Education Day is an opportunity to recognize Feinberg College educators, their scholarship, and expertise, as well as celebrate Feinberg College’s unique medical education environment,” said Feinberg College Director, Pediatrics and said Mary McBride, MD, professor of medical education. Academy of Medical Educators (FAME).
This year’s Medical Education Day centered around generational differences and the role they play in the educational environment.
As Gen Z matures into the workforce, their learning styles require special attention, said Gene Twenge, Ph.D., a professor of psychology at San Diego State University and this year’s keynote speaker.
“Generations are created because cultures change,” Twenge says. “Growing up now is completely different than growing up in the 1950s or the 1980s or even the 2000s. It feels like you grew up in a different culture and country.”
Dr. Jean Twenge, professor of psychology at San Diego State University, discussed intergenerational education in her keynote address at this year’s event. Photo: Teresa Crawford
Twenge’s research focuses on social, behavioral, and cultural differences between generations. Twenge said one of the big differences between Gen Z and Alpha and older generations is how much technology and social media influenced their childhoods.
Twenge said today’s younger generations are growing up more slowly and are more concerned about safety, and data shows that Gen Z is more likely to drink alcohol, date, and date in high school than previous generations. It has been shown that they are less likely to get a job. These factors, combined with increased rates of social anxiety, mean Gen Z students and employees may need additional support with social skills and dealing with mental health, Twenge said. said.
“What does this ultimately mean for education? In many cases, it means more structure, clearer direction,” Twenge said. “But they have to try harder. Another challenge is that they have less experience with face-to-face social interactions across the board.”
Following the keynote address, a panel discussion moderated by Dr. Kenzie Cameron, professor of medicine, medical education, medical social sciences, and preventive medicine, discussed how Gen Xers and baby boomers can best mentor Gen Xers. We debated whether it could be done. Z.
“Mentorship is meant for mutual benefit,” Cameron said. “That should be part of the discussion. What is each person’s passion? What does each person get from it?
Feinberg students, residents, and fellows presented their research during this year’s Medical Education Day poster presentation session. Photo: Teresa Crawford
Older generations have a lot of wisdom to share, but we may need to adjust how we communicate with Gen Z, a generation that prefers text messages and emails to face-to-face conversations, panelists said. Ta.
“Gen Z is at a very formative time in our lives when many of us are developing our own unique styles of communicating and collaborating with others.” said member Sam Blizzard, a fourth-year medical student. “That’s exciting, but we also need older generations to understand where we’re starting from.”
Elsewhere during the day, workshops were held to explore the use of new technology and incorporating work-life balance into medical education.
The workshop, led by Dr. Rachel Goc, a learning engineer in information technology at Northwestern University, featured best practices for leveraging AI in medical education and using tools to personalize student learning.
“AI is trained based on data available on the internet. Does the internet accurately reflect the complexity and everyday reality of our world? No, of course not,” says Gok. said. “This is not new, but we need to ask, “What voice is missing in our interactions with generative AI?” What perspectives are we missing?’ Because they’re missing and we have to know that coming in. ”
In another workshop, led by Maria Teodoro, assistant professor of medicine in the Department of Hospital Medicine, faculty brainstormed policy ideas to support trainees who become parents during their medical education.
The day ended with an awards ceremony where several teachers received the John X. Thomas Jr. Feinberg Teacher of the Year Award. The ceremony also celebrated recently promoted faculty, new members of FAME, and outstanding faculty, residents, and fellows.
The Student Innovation Projects Award was presented to a group of Feinberg medical students who have helped incorporate climate-smart approaches into medical education. Recipients included first-year medical student Eileen Quan. sophomores Clara Miller and Zach Hendrick; and third-graders Madeline Setlin, Rav Patel, and Jeffrey Pumukudi.
John X. Thomas Jr. Best Teachers of Feinberg Award Winner
Leslie Rydberg, MD, Associate Professor of Physical Medicine and Rehabilitation and Medical Education Kavita Hodgkins, MD, Assistant Professor of Nephrology and Pediatrics Lindsay Colessel, MD, Assistant Professor of Pediatrics, Division of Hospital Medicine Jennifer Bierman, MD, PhD, Professor of Medicine and Medical Education, Division of General Internal Medicine Elizabeth Randolph, Instructor of Medical Education in the Physician Assistant Program Matthew Major, Ph.D., Associate Professor, Department of Physical Therapy and Rehabilitation Carolina Carmona, MD, Physical Therapist, Assistant Professor of Physical Therapy and Human Exercise Science Lois Hedman, PT, Phys. Professor of Therapy and Human Exercise Science
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