Development Strategies in Medical Education

Dear editor
Generation gap, as one of the most common concepts of social phenomenon, is a concept that refers to  differences between younger and older generations. It takes into account the clear psychological, social and cultural differences and the difference in awareness, beliefs, perceptions, expectations, value orientations and behavioral patterns of two generations in a society at the same time. In the Oxford Dictionary, this concept is defined as" the difference in attitude or behaviour between young and older people that causes a lack of understanding". In the Merriam-Webster Dictionary, it is defined as “the differences in opinions, values, etc., between younger people and older people” [1].
Achieving educational goals is possible through the use of teaching methods and techniques. Curricula are one of the most important tools for achieving educational goals. In a curriculum, an attempt is made to create learning and change desirable behavior by choosing appropriate content [2]. Teaching-learning strategies are the main approaches of teachers. These strategies have a unique position and role in higher education. Curriculum planning is a method to advance the teaching-learning process [3]. Teaching-learning strategies are not good or bad per se, but their effectiveness and desirability depends on the existing situation and conditions [4].
The issue of the generation gap in the undergraduate course, where the students are at the youth age, is doubly important because the professors and students are from different generations [5]. The basic question is which of the teaching-learning strategies is more suitable for the generational characteristics of today's students? 
The National League for Nursing data (2019) show that 49% of nursing faculty members are at the age of 46-60 years, and 31% are over the age of 60 years. Comparatively, approximately 91% of students are from Generation Y and Z [6, 7]. Swanzen suggested that some of the characteristics of generation Z include thinking in 4D, communicating with images, pragmatism, digital nativeness, risk aversion, divergent thinking, active participation, and imaginativeness. Based on this, teaching-learning strategies based on activity, observation, intellectual action, evolutionism, construction of meaning, situation, participation, problem solving, project, communication, technology, question and answer, aesthetics, exploration, trial and error, criticism, game, entertainment, and innovation are appropriate [8].
According to the authors' experiences in teaching newly admitted college students, it is recommended that nursing professors have accurate knowledge of the students and their preferred values. Universities should hold workshops and training classes to familiarize nursing professors with teaching-learning strategies suitable for generation Z, and encourage and support professors who use the mentioned methods. Also, by involving the students in choosing supplementary educational sources, presenting lessons, choosing teaching methods, homework, etc., nursing professors should leave the responsibility and supervision of many educational matters to them.

References

1. Rahmani R. [A study of relationship between the hidden curriculum and gap of generations, viewpoint counselors, teachers and managers in high schools "secondary term" in Najaf Abad (Persian)]. J Pouyesh Educ Consult. 2018; 1397(9):40-62. [Link]
2. Rasouli I, Hayati Z. [A look at iran curriculum with an emphasis on amoeba theory (Persian)]. Paper presented at: The National Conference on New World Achievements in Education, Psychology, Law and Social-Cultural Studies. 20 June 2018; Khoy, Iran. [Link]
3. Kikha A, Maleki H, Shariati S, Sadeghi A. [Compilation and validation of teaching strategies-learning in the monotheistic fundamentalistic curriculum (Persian)]. Educ Strategy Med Sci. 2019; 12(2):33-42. [Link]
4. Shatto B, Erwin K. Teaching millennials and generation Z: Bridging the generational divide. Creat Nurs. 2017; 23(1):24-8. [DOI:10.1891/1078-4535.23.1.24] [PMID]
5. Culp-Roche A, Hampton D, Hensley A, Wilson J, Thaxton-Wiggins A, Otts JA, et al. Generational differences in faculty and student comfort with technology use. SAGE Open Nurs. 2020; 6:2377960820941394. [DOI:10.1177/2377960820941394] [PMID] [PMCID]
6. National League of Nursing (NLN). Age of full-time nurse educators by rank, 2017. Washington: National League of Nursing; 2017. [Link]
7. Fang D, Kesten K. Retirements and succession of nursing faculty in 2016-2025. Nurs Outlook. 2017; 65(5):633-42. [DOI:10.1016/j.outlook.2017.03.003] [PMID]
8. Swanzen R. Facing the generation chasm: the parenting and teaching of generations Y and Z. Int J Child Youth Fam Stud 2018; 9(2):125-50. [DOI:10.18357/ijcyfs92201818216]