Michael Hrdy MD, Emily M. Tarver MD, Charles Lei MD, Hillary C. Moss MD, Ambrose H. Wong MD, MSEd, MHS, Tiffany Moadel MD, Lars K. Beattie MD, Michael Lamberta MD, Stephanie B. Cohen DO, Michael Cassara DO, MSEd, Michelle D. Hughes MD, Aga De Castro MD, MPH, Nidhi Sahi MD, FRCP, MSc, Tina H. Chen MD
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To optimally teach and motivate this incoming generation of learners, EM educators must understand and adapt to the changing instructional landscape.</p>\n </section>\n \n <section>\n \n <h3> Methodology</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Unique treatment/analysis</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Implications for educators</h3>\n \n <p>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. 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引用次数: 0
摘要
导言:Z 世代学员正在接受急诊医学(EM)住院医师培训,他们带来了独特的学习偏好,影响着他们对住院医师教育的参与。为了以最佳方式教授和激励这一代学员,急诊医学教育工作者必须了解并适应不断变化的教学环境。 方法 模拟领导者推动下一代急诊医学(SLANG-EM)工作组的成立是为了确定针对进入急诊医学的 Z 世代学习者的有效教育策略。工作组成员均为美国急诊医学会(SAEM)模拟学院的教师,精通支持模拟教育(SBE)的学习理论,并积极参与急诊科住院医师教育。 独特处理/分析 通过主要和次要文献检索,SLANG-EM 工作组确定了 Z 世代学习者的四种独特学习偏好:(1) 个性化和自定进度的学习;(2) 引人入胜和可视化的学习环境;(3) 即时和可操作的反馈;(4) 个人和学术支持相结合。工作组成员使用一个新颖的概念框架对这些学习偏好进行了评估,该框架参考了支持 "校本教育 "的理论原则,为 Z 世代少數族裔居住地学习者在多种教育环境中的教学策略提出了建议。 对教育者的启示 介绍了针对教学、模拟和临床学习环境的教学策略。在教学环境中,确定的教学策略包括有意义的异步教育、互动式小组学习和改进的多媒体设计。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汇报、快速循环的刻意练习和虚拟模拟。在临床环境中,所描述的教学策略包括以学习者为中心设定目标,以及在教育联盟的背景下提供促进性反馈。总体而言,这些教学策略都围绕着以学生为中心的教育和教育者作为促进者的主题,这与 Z 世代的学习偏好非常吻合。在2023年SAEM年会上,这些研究结果将作为高级研讨会 "为下一代提供有效教育 "进行综合和展示。
Applying simulation learning theory to identify instructional strategies for Generation Z emergency medicine residency education
Introduction
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.
Methodology
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.
Implications for educators
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.