Assessing the views of generation X faculty about generation Y medical students: a questionnaire-based study

Vinod Chayal, Archana Goel, Rashmi Chandel, Garima Shivhare


Background: The aim of the study was to discuss the opinions of present medical faculty of generation X about generation Y medical students and to enlist the ways to bridge the gap between two generations to maximize the productivity of teaching and learning process.

Methods: The method used for the study was in form of a written questionnaire, filled by generation X teaching medical faculty of various departments of medical colleges of Haryana and Chandigarh. Data collected after an interview schedule was entered in Microsoft excel sheet and appropriate statistical tests were applied to analyze it. Questionnaire comprised of socio-demographic profile of the medical faculty and their opinions about major behavioral difference in generation Y students. The opinions expressed and suggestions given by faculty were discussed.

Results: There were many differences that generation X observed between themselves and the generation Y students. However, the majority of the teachers were open to learning new methods to bridge the gap.

Conclusions: Bridging the gap, accepting the new generation as they are and molding our self to match their needs can be productive to the present practices of medical education.


Generation gap, Generation Y medical students, Generation X medical faculty, Views

Full Text:



Borges, Nicole J, Stephen RM, Carol EL, Bonnie JJ. Comparing Millennial and Generation X Medical Students at One Medical School. Acad Med. 2006;81(6):571-6.

Bickel J, Brown AJ. Generation X: implications for faculty recruitment and development in academic health centers. Acad Med. 2005;80:203-4.

Howell LP, Servis G, Bonham A. Multigenerational challenges in academic medicine: U.C. Davis’s responses. Acad Med. 2005;80:527-32.

Murray ND. Welcome to the future: the millennial generation. J Career Plan Employ. 1997;57:36-40.

Zemke R. Here come the Millennials. Training. 2001;38:44-9.

O’Reilly B, Vella-Zarb K. Meet the future. Fortune. 2000;142(3):144-8.

Arnett JJ. High hopes in a grim world: emerging adults’ views of their futures and “generation X.” Youth Soc. 2000;31(3):267-86.

Davis DA. Millennial teaching. Academe. 2003;89(1):19-22.

Eckleberry-Hunt, Jodie, Tucciarone J. The Challenges and Opportunities of Teaching “Generation Y”. J Grad Med Edu. 2011;3(4):458-61.

Manuel RS, Borges NJ, Gerzina HA. Personality and clinical skills: any correlation? Acad Med. 2005;80:S30-33.

Philibert I, Friedmann P, Williams WT. ACGME Work Group on Resident Duty Hours. Accreditation Council for Graduate Medical Education. New requirements for resident duty hours. JAMA. 2002;288(9):1112-4.

Solet DJ, Norvell JM, Rutan GH, Frankel RM. Lost in translation: challenges and opportunities in physician-to-physician communication during patient handoffs. Acad Med. 2005;80(12):1094-9.

Johnson SA, Romanello ML. Generational diversity: teaching and learning approaches. Nurse Educ. 2005;30(5):212-6.

Evans KH, Ozdalga E, Ahuja N. The Medical Education of Generation Y. Acad Psychiatry. 2016;40:382-5.

Borges NJ, Manuel RS, Elam CL, Jones BJ. Differences in motives between Millennial and Generation X medical students. Med Educ. 2010;44(6):570-6.

Twenge JM. Generational changes and their impact in the classroom: teaching Generation Me. Med Educ. 2009;43(5):398-405.