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: Structure, Function, and Culture (Part II)
Article first published online: 11 FEB 2011
© 2011 by the Society for Academic Emergency Medicine
Academic Emergency Medicine
Volume 18, Issue 2, pages 200–207, February 2011
How to Cite
Mohr, N. M., Smith-Coggins, R., Larrabee, H., Dyne, P. L., 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: Structure, Function, and Culture (Part II). Academic Emergency Medicine, 18: 200–207. doi: 10.1111/j.1553-2712.2010.00986.x
Disclosures: The authors have no relevant financial information or potential conflicts of interest to disclose.
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; 18:200–207 © 2011 by the Society for Academic Emergency Medicine
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.