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Assessing millennial student behaviors
Author(s) -
DiLullo Camille,
Kriebel Richard M
Publication year - 2010
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.24.1_supplement.179.4
Subject(s) - medical education , psychology , core competency , reading (process) , process (computing) , professional development , medicine , computer science , marketing , political science , law , business , operating system
The millennial/net generation student cohort demonstrates behavioral traits which have generated innovative instruction and assessment strategies. Following a 1999 report that sited inappropriate behaviors as a contributing factor for an increase in medical errors, medical educators were prompted to enact an educational strategy for the clinical setting based on professional core competencies which included professional behavior as well as medical knowledge. It is hypothesized that for optimal student success in core competency assessments, this strategy must be modified and extended into the early part of medical training. A process has been devised to guide students in determining whether individual behaviors manifest in college which are related to professional core competencies meet those required at the graduate and professional levels. The process includes a novel student self‐assessment tool that addresses behaviors related to aspects of commitment, professionalism, service, quality of life issues and learning among others. First year medical students were asked to complete the self‐assessment at the beginning of training. A portion of the data collected regarding learning reveals that 64% of respondents reported routinely reading part or all of an assigned text while only 25% retrieve information in an examination setting by recalling or visualizing information they had read.