Generational Influences in Academic Emergency Medicine: Structure, Function, and Culture (Part II)

Authors

  • Nicholas M. Mohr MD,

    1. From the Division of Emergency Medicine and the Department of Anesthesiology, Washington University in St. Louis (NMM), St. Louis, MO; the Division of Emergency Medicine, Stanford University (RSC), Palo Alto, CA; the Department of Emergency Medicine, West Virginia University (HL), Morgantown, WV; the Department of Emergency Medicine, University of California at Los Angeles (PLD), Los Angeles, CA; and the Department of Emergency Medicine, University of California at San Francisco (SBP), San Francisco, CA.
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  • Rebecca Smith-Coggins MD,

    1. From the Division of Emergency Medicine and the Department of Anesthesiology, Washington University in St. Louis (NMM), St. Louis, MO; the Division of Emergency Medicine, Stanford University (RSC), Palo Alto, CA; the Department of Emergency Medicine, West Virginia University (HL), Morgantown, WV; the Department of Emergency Medicine, University of California at Los Angeles (PLD), Los Angeles, CA; and the Department of Emergency Medicine, University of California at San Francisco (SBP), San Francisco, CA.
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  • Hollynn Larrabee MD,

    1. From the Division of Emergency Medicine and the Department of Anesthesiology, Washington University in St. Louis (NMM), St. Louis, MO; the Division of Emergency Medicine, Stanford University (RSC), Palo Alto, CA; the Department of Emergency Medicine, West Virginia University (HL), Morgantown, WV; the Department of Emergency Medicine, University of California at Los Angeles (PLD), Los Angeles, CA; and the Department of Emergency Medicine, University of California at San Francisco (SBP), San Francisco, CA.
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  • Pamela L. Dyne MD,

    1. From the Division of Emergency Medicine and the Department of Anesthesiology, Washington University in St. Louis (NMM), St. Louis, MO; the Division of Emergency Medicine, Stanford University (RSC), Palo Alto, CA; the Department of Emergency Medicine, West Virginia University (HL), Morgantown, WV; the Department of Emergency Medicine, University of California at Los Angeles (PLD), Los Angeles, CA; and the Department of Emergency Medicine, University of California at San Francisco (SBP), San Francisco, CA.
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  • Susan B. Promes MD,

    1. From the Division of Emergency Medicine and the Department of Anesthesiology, Washington University in St. Louis (NMM), St. Louis, MO; the Division of Emergency Medicine, Stanford University (RSC), Palo Alto, CA; the Department of Emergency Medicine, West Virginia University (HL), Morgantown, WV; the Department of Emergency Medicine, University of California at Los Angeles (PLD), Los Angeles, CA; and the Department of Emergency Medicine, University of California at San Francisco (SBP), San Francisco, CA.
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  • on behalf of the Society for Academic Emergency Medicine Aging and Generational Issues in Academic Emergency Medicine Task Force


  • 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.

  • Disclosures: The authors have no relevant financial information or potential conflicts of interest to disclose.

  • Supervising Editor: Mark Mycyk, MD.

Address for correspondence and reprints: Nicholas M. Mohr, MD; e-mail: mohrn@wustl.edu.

Abstract

ACADEMIC EMERGENCY MEDICINE 2011; 18:200–207 © 2011 by the Society for Academic Emergency Medicine

Abstract

Strategies for approaching generational issues that affect teaching and learning, mentoring, and technology in emergency medicine (EM) have been reported. Tactics to address generational influences involving the structure and function of the academic emergency department (ED), organizational culture, and EM schedule have not been published. 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 EM. Understanding generational characteristics and mitigating strategies can address some common issues encountered in academic EM. By understanding the differences and strengths of each of the cohorts in academic EM departments and considering simple mitigating strategies, faculty leaders can maximize their cooperative effectiveness and face the challenges of a new millennium.

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