Teaching About Intergenerational Dynamics: An Exploratory Study of Perceptions and Prevalence in US Medical Schools

PURPOSE

Prior studies suggest a role for promoting recognition of generational differences as a part of workplace ethics. To our knowledge, there is no published comprehensive analysis demonstrating how commonly or by what methods intergenerational dynamics are taught as structured coursework in medical school curricula. To address this gap, we carried out a survey of curriculum leaders of US medical schools to assess the current practices and attitudes toward content related to generational differences in medical school coursework.

METHODS

A survey consisting of 23 closed- and open-ended questions that aimed to assess the presence, characteristics, and attitudes of participants towards intergenerational dynamics in medical school coursework was disseminated via email. Curriculum deans at 154 allopathic medical schools were invited to complete the survey and sent one reminder email. Quantitative responses were descriptively analyzed, and qualitative responses were thematically analyzed.

RESULTS

The response rate was 38.3%, with the majority (58%) of responding institutions stating that their curriculum did not include coursework on intergenerational dynamics. When taught, the most frequent method of instruction was small-group activities. Most stated that the educational content for intergenerational dynamics has been part of their curriculum for fewer than five years. In total, 34% of respondents agreed that some form of education about intergenerational dynamics should be required during medical education as they felt that content could improve cultural competence. Those that were less supportive of inclusion of intergenerational material stated concerns about stereotyping and the value of generational descriptions.

CONCLUSION

Our findings show a heterogeneity of responses on the perceptions and practice of curriculum leaders regarding inclusion of content related to intergenerational differences in medical school education. In summary, we present the first work assessing current practices and attitudes toward content related to the inclusion of material on intergenerational dynamics in undergraduate medical education in US allopathic medical schools.

What Goes Down When Advice Goes Up: Younger Advisers Underestimate Their Impact

Common wisdom suggests that older is wiser. Consequently, people rarely give advice to older individuals-even when they are relatively more expert-leading to missed learning opportunities. Across six studies (N = 3,445), we explore the psychology of advisers when they are younger (reverse advising), the same age (peer advising), or older (traditional advising) than their advisees. Study 1 shows that advisers avoid reverse-advising interactions because they perceive that their relative youth makes them less effective. However, when compared to advisees' actual perceptions, reverse advisers are misguided, as they underestimate their effectiveness when giving general life advice (Study 2a-2b) as well as tactical advice (Studies 3-4). This misperception is in part driven by advisers' beliefs about their own competence and others' receptivity. Finally, we demonstrate an intervention that mitigates advisers' misguided beliefs (Study 5). Contrary to advisers' own perceptions and popular belief, these findings illustrate that being relatively young can also mean being an impactful adviser.

Employer Policy and Practice Toward Older Workers in Hong Kong: The Role of Shifting Intergenerational Dynamics

Many governments are seeking to encourage the extension of working lives to counteract potential labor market shortages that might result from population aging. Nevertheless, research shows that older workers continue to face a range of barriers to their labor market participation. However, this research has not tended to take a holistic view of the factors shaping employer policy and practice or acknowledge that older workers' experiences are embedded within broader social structures and age dynamics. This article reports on exploratory qualitative research undertaken in Hong Kong. It demonstrates how employer policy and practice toward older workers are shaped by intergenerational dynamics and by the social responsibility that employers feel toward different generations. It is argued that in order to more fully understand employer policy and practice toward older workers, an approach that acknowledges the social context and position of different age groups is required.