YR1 Lecture 1H - Generational Change - AP Amanda Walker - 1H 6.5.22.pdf

XYZ – Generational alphabet soup A/Prof Amanda Walker [email protected] 1 XYZ Generational alphabet soup… [Young people] think they know everything, and are always quite sure about it. [Young people] think they know everything, and are always quite sure about it. Aristotle (~300 B.C.)...

XYZ – Generational alphabet soup A/Prof Amanda Walker [email protected] 1 XYZ Generational alphabet soup… [Young people] think they know everything, and are always quite sure about it. [Young people] think they know everything, and are always quite sure about it. Aristotle (~300 B.C.) Every generation imagines itself to be more intelligent than the one that went before it, and wiser than the one that comes after it. George Orwell, English essayist, novelist, & satirist (1903 - 1950) ‘‘To their deeply worried parents throughout the country, they seem more like dangerously deluded dropouts, candidates for a very sound spanking and a cram course in civics—if only they would return home to receive either.’’ Time Magazine 1967 “Stop talking about your generation – and start wearing it instead!” We’ve worked hard. Now it’s time to play hard. It’s our turn now. Because we can. Your lecturers Your parents We are … particularly wary when psychologists make broad and slightly moralistic pronouncements about today’s young people in light of the substantial heterogeneity that exists within any large social category. Donnellan et Trzesniewski, 2008 Bell curves Goals – understand self and others The impetus for this lecture Dear Professor, The UWS Medical Society has recently had a number of meetings and open forum discussions with students from both year 1 and 2. There are a number of issues that the Medical Society feels needs to be tackled including lecture note delivery and structuring. According to student feedback, overall lecturing has been excellent however reliability of lecture note delivery, some structuring inconsistencies and presentation issues have meant that student study habits and learning are being disturbed. As outlined below, after thorough discussion with students from year 1 and 2, we would like to suggest a scaffold for lectures and lecture note preparation. We believe this would assist students immensely in understanding the rigorous lecture material as well as providing some formal structuring to the notes. The Medical Society does wish to note that many of these recommendations have already been incorporated in some lectures, but an increase in uniformity of delivery through the application of these suggestions would be very much appreciated. Lecture notes: A slide containing the expected outcomes of the lecture A slide containing the title of the lecture Synopsis and notes available beforehand (the Medical Society understands that there are associated problems with copyright issues, however the earlier the lecture is delivered to Lorena the earlier these issues can be resolved) Numbered slides Textbook references (where possible) A progression from simple to complex, ie: essential knowledge (anatomy and physiology to precede clinical correlations and consequences) Summary slide of important and relevant points Time management; to avoid rushing through complicated yet relevant slides Clear and distinct correlation between lecture notes and images, ie: captioned diagrams It is the view of the UWS Medsoc that implementation of some simple ideas from above would greatly improve lecturing standards, increase efficiency of delivery, and positively improve student study habits and retention of material. Thank you for taking the time to read through this letter and please feel free to contact the Medical Society through our academic representative,xxx, if you have any queries, suggestions or any issues that you wish to raise with the students. Kind Regards, xxx (MBBS II) xxx (MBBS II) Academic Representative President UWSMS UWSMS “Pack of wusses…” Grudging respect & envy Lorena, front office staffer Instant reaction Us & them “But I haven’t got a photographic memory!” “In my day…..” Every generation is the product of their upbringing and their world view makes sense to them Generational change Your patients Your colleagues Your bosses Understanding / Self Awareness The generations The Silent Generation Baby Boomers Generation X Generation Y Generation Z Generation a BB vs Gen Y Work ethic Bank balance Task focus Commitment Authority Independence Structure Tell them Conformity Tradition Regional Long careers Lifelong learning Loyalty Work/life Life balance Team focus Enjoyment Empowerment Support Flexibility Involve us Creativity Innovation Global Many jobs Learn then earn Variety For Gen Y, passion & meaning in work are one & the same McCrindle Can educators tap into this? Authority vs Friendship Teachers and supervisors need to talk to gen Y to engage them – Gen Y values relationships highly – much more than old-fashioned hierarchical values – “Do it because I said so” McCrindle Description Born Age Pop’n % Pop’n Builders / Silent Baby Boomers Gen X