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Acad Emerg Med. 2011 Feb;18(2):200-7. doi: 10.1111/j.1553-2712.2010.00986.x.

Generational influences in academic emergency medicine: structure, function, and culture (Part II).

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1
Division of Emergency Medicine, Department of Anesthesiology, Washington University in St. Louis, MO, USA. mohrn@wustl.edu

Abstract

Strategies for approaching generational issues that affect teaching and learning, mentoring, and technology in emergency medicine (EM) have been reported. Tactics to address generational influences involving the structure and function of the academic emergency department (ED), organizational culture, and EM schedule have not been published. Through a review of the literature and consensus by modified Delphi methodology of the Society for Academic Emergency Medicine Aging and Generational Issues Task Force, the authors have developed this two-part series to address generational issues present in academic EM. Understanding generational characteristics and mitigating strategies can address some common issues encountered in academic EM. By understanding the differences and strengths of each of the cohorts in academic EM departments and considering simple mitigating strategies, faculty leaders can maximize their cooperative effectiveness and face the challenges of a new millennium.

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