Bridging generational divides in medical education: Gen Z med students’ POV

What comes to mind when you think of “Gen Z” (1996-2010)?

Anecdotally, it seems preceding generations (Boomers, Gen X, Millennials) have seen us as “digitally savvy yet too sensitive.” And while we cannot generalize an entire cohort, there’s truth that this is generating friction in medical education.

Raised in the digital age, Gen Z faces higher rates of mental health issues than its predecessors. This cohort also has a stronger desire to uphold principles of equity, diversity and inclusion (EDI) that can sometimes challenge traditional medical teachings, thus creating novel tensions between medical trainees and their educators.

Medical training is notoriously challenging, with responsibility and stress levels increasing with each passing year. It compares to the stress of starting a new job every few months while being the least informed contestant in a never-ending Jeopardy episode. When you add in the sleep deprivation that comes from working around the clock, it’s not surprising that training can negatively impact the mental health of medical learners. A 2018 Canadian Medical Association survey revealed alarming rates of burnout and depression among resident physicians; more recent studies point to this being an even bigger issue since the pandemic. Given that circumstances have made Gen Z appear to be even more psychologically vulnerable than previous generations, what measures have been implemented to ensure their collective success and are these measures sufficient?

In recent years, institutions have rolled out wellness programs and mental health services. These are steps in the right direction, but are often inaccessible to trainees , especially during residency. The unwritten expectation of self-sufficiency discourages trainees from openly discussing their mental health needs with educators, fearing they may be perceived as fragile or, worse, incompetent.

Recent studies reflect what Gen Z residents value in wellness strategies: clear communication and community building, particularly with their educators. Despite their digital upbringing, they crave in-person teaching and opportunities to develop deeper connections with their mentors.

Educators can play a pivotal role in dismantling the stigma surrounding mental health during medical training. By sharing their personal experiences and coping mechanisms, and promoting wellness resources, they can normalize discussions around mental health and burnout; topics with which many trainees struggle but are afraid to vocalize. An honest dialogue between mentor and mentee is a powerful tool for building mutual trust and can increase the chances of identifying and addressing mental health challenges before they escalate.

As an ethnically and socially diverse cohort, Gen Zs recognizes EDI as more than a buzzword.

Gen Z medical learners can also take steps, such as understanding their program’s purpose and expectations, establishing clear expectations with their educators, and identifying existing resources in advance. If they encounter challenges, they should investigate and access formal supports offered by their programs (e.g., accommodations or extensions to training) to avoid sacrificing their well-being.

As an ethnically and socially diverse cohort, Gen Zs recognizes EDI as more than a buzzword; it is an expectation of their future workplace. Their openness to embrace new perspectives combined with unparalleled access to information online makes them more likely to challenge long-standing practices.

For example, a preceptor commenting on the risks of high BMI can provoke discomfort in a student who believes it perpetuates fat-phobic attitudes, influenced by social media discussions about patient discomfort with weighing at medical visits. The emphasis on political correctness has made some physicians cautious when teaching, fearing a backlash. To remedy this, educators can practice listening to and understanding student perspectives, especially those discordant with their own. Using this as a teaching opportunity, faculty members can discuss evidence supporting their clinical practice and share personal experiences while simultaneously addressing gaps in their knowledge and updating outdated terminology.

Learners should feel empowered to challenge established medical practices, but they need to be cautious about forming their beliefs based on virtual discourse that can spread misinformation, particularly when they have limited clinical experience. Clinical educators can often contextualize and tailor available evidence to specific patient situations based on their medical expertise and a host of varied patient experiences. Embracing opportunities for humility and shared learning enables a safe learning environment that encourages curiosity and ensures training is rooted in evidence-based practice. While these are difficult conversations, they are vital because dismissing learner concerns only leads to mistrust.

Adapting medical education for Gen Z learners isn’t about coddling – it’s about evolution. This is a call for educators to acknowledge generational differences and be willing to gradually shift the hustle culture of medical training to foster a more supportive learning environment through respectful dialogue.

Gen Z respects authority but will learn best under mentors who encourage transparent discussions around mental health and social accountability in medicine. For students to fully benefit from their education, they must also clearly understand the expectations of their roles. By embracing innovation while upholding core values in medical education, we can shape students into resilient professionals who can thrive in today’s demanding health-care landscape.