Generational situatedness: Challenging generational stereotypes in health professions education

Use of generation theory is pervasive within health professions education (HPE) literature, yet its application perpetuates unfounded generalizations that disadvantage learners. The objectives of this thematic analysis are first, to understand how generation theory is applied to ‘Generation Z’ HPE students and second, to propose a more productive framework for approaching evolutions within HPE. A literature search was conducted to identify HPE publications pertaining to Gen Z learners. A thematic analysis was undertaken to identify a priori themes and uncover new themes. Qualitative analysis revealed evidence of three a priori themes as well as four newly identified themes across our sample. The near ubiquity of essentialism and generational othering across our sample illustrates the ongoing challenges posed by generationalism in HPE discourse. While traces of generational humility and generational situatedness suggest a more holistic response to evolving student populations, we nevertheless discourage the continued use of generation theory to guide HPE pedagogy and instead urge educators to resist essentializing generalizations by thinking comprehensively about what evolutions in HPE must occur if we are to best prepare our students to practice in present and future healthcare settings. Practice pointsAs new cohorts of health professions students (‘Gen Z’) matriculate, generation theory remains a compelling frame for conceptualizing changes in health professions education (HPE) despite a robust body of research critiquing its reliance on essentializing stereotypes.Examples of essentialism and generational othering, which perpetuate reductive stereotypes about generational cohorts, frequently recur in the published literature about Gen Z HPE students.Generational situatedness may mitigate the reductive essentializing of generationalism in HPE.A structural approach promises to better prepare students to practice in present and future healthcare settings than adapting HPE to meet the presumed needs of generational learners. Practice points As new cohorts of health professions students (‘Gen Z’) matriculate, generation theory remains a compelling frame for conceptualizing changes in health professions education (HPE) despite a robust body of research critiquing its reliance on essentializing stereotypes. Examples of essentialism and generational othering, which perpetuate reductive stereotypes about generational cohorts, frequently recur in the published literature about Gen Z HPE students. Generational situatedness may mitigate the reductive essentializing of generationalism in HPE. A structural approach promises to better prepare students to practice in present and future healthcare settings than adapting HPE to meet the presumed needs of generational learners.