Perspectives of Dermatology Faculty Toward Millennial Trainees and Colleagues: A National Survey

Arthur Marka · Matthew R. LeBoeuf · Nahid Y. Vidal

2 citations0/0 files storedMayo Clinic Proceedings Innovations Quality & Outcomes

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Generational Differences and Trends Innovations in Medical Education Mentoring and Academic Development

Abstract

Objective To assess the attitudes and beliefs of faculty dermatologists regarding perceived characteristics of millennial trainees and colleagues. Participants and Methods We conducted a cross-sectional survey of dermatology physician-educators listed in the Fellowship and Residency Electronic Interactive Database from August 1, 2019, to October 31, 2019. This survey consisted of 26 items (5-point Likert scales) representing positive, negative, and neutral millennial stereotypes relevant to graduate medical education. Participants' responses were analyzed using the chi-squared goodness of fit test with dichotomized data. Results Seventy-six dermatology physician-educators participated in the national survey. A statistically significant response pattern was seen in 18 of 26 (69%) tested stereotypes. Positive judgments included denial of hesitations about working with millennials ( P = .038) and agreement with the notions that millennials are technologically savvy ( P < .001), socially just ( P < .001), equally capable dermatologists as other generations ( P < .001), enjoyable to work with ( P < .001), easy to connect with interpersonally ( P < .001), and promising future leaders of medicine ( P = .039). Negative judgments included perceptions of the word millennial as a pejorative ( P < .001) and of millennials being relatively entitled ( P < .001), overly sensitive to feedback ( P < .001), less polite ( P < .001), and less hard-working ( P < .001) compared with prior generations. Conclusion This study represents the first national survey of the attitudes and perspectives of dermatology physician-educators regarding perceived characteristics of millennial trainees and colleagues. Our results suggest that dermatology faculty endorse various positive, negative, and neutral stereotypes regarding Generation Y. Early recognition of implicit biases can inform curricular design and prepare educators to address generational gaps in medical education.

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2010Millennials in the Workplace: A Communication Perspective on Millennials’ Organizational Relationships and Performance 2011The Challenges and Opportunities of Teaching “Generation Y”2016Giving negative feedback to Millennials 2009Teaching Across the Generation Gap: A Consensus from the Council of Emergency Medicine Residency Directors 2009 Academic Assembly 2018How millennials are disrupting medicine 2013Here Come the Millennials 2018The Millennial Mindset 2013Effective Modification of a Nonprescription Medicines Course to Optimize Learning of Millennial Generation Students

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