Approval: This SAEM Aging and Generational Issues in Academic Emergency Medicine Task Force Report was approved by the SAEM Board of Directors in May 2010.
Generational Influences in Academic Emergency Medicine: Teaching and Learning, Mentoring, and Technology (Part I)
Article first published online: 11 FEB 2011
© 2011 by the Society for Academic Emergency Medicine
Academic Emergency Medicine
Volume 18, Issue 2, pages 190–199, February 2011
How to Cite
Mohr, N. M., Moreno-Walton, L., Mills, A. M., Brunett, P. H., Promes, S. B. and on behalf of the Society for Academic Emergency Medicine Aging and Generational Issues in Academic Emergency Medicine Task Force (2011), Generational Influences in Academic Emergency Medicine: Teaching and Learning, Mentoring, and Technology (Part I). Academic Emergency Medicine, 18: 190–199. doi: 10.1111/j.1553-2712.2010.00985.x
Disclosures: Dr. Moreno-Walton’s work is supported by grants from Louisiana Clinical Translational Research, Education, and Commercialization Project; the Louisiana State Board of Regents; and the National Institutes of Health Research Supplement to Promote Diversity on Health-Related Research.
Supervising Editor: Mark Mycyk, MD.
- Issue published online: 11 FEB 2011
- Article first published online: 11 FEB 2011
- Received May 17, 2010; revision received June 29, 2010; accepted July 1, 2010.
ACADEMIC EMERGENCY MEDICINE 2011; 18:190–199 © 2011 by the Society for Academic Emergency Medicine
For the first time in history, four generations are working together—traditionalists, baby boomers, generation Xers (Gen Xers), and millennials. Members of each generation carry with them a unique perspective of the world and interact differently with those around them. Through a review of the literature and consensus by modified Delphi methodology of the Society for Academic Emergency Medicine Aging and Generational Issues Task Force, the authors have developed this two-part series to address generational issues present in academic emergency medicine (EM). Understanding generational characteristics and mitigating strategies can help address some common issues encountered in academic EM. Through recognition of the unique characteristics of each of the generations with respect to teaching and learning, mentoring, and technology, academicians have the opportunity to strategically optimize interactions with one another.