2. ïȘ Observation of student behavior
ïȘ Brief overview of generational characteristics
ïȘ Implications of expectations from different generations
ïȘ Learning preferences and academic expectation of
Generation Y - Millennial students
ïȘ Clinical Teaching Tips for Generation Y - Millennials
ïȘ Emotional Intelligence in Dentistry
ïȘ Connection is the key to wholeheartedness
Check In
5. What Have You Noticed About
Contemporary Students?
ïȘ Behaviors?
ïȘ Characteristics?
ïȘ Attitudes?
ïȘ Attributes?
6. âą âMy despair over the behavior and attitudes of this generation
of students, and I use the word âstudentsâ loosely, is so great
that it depresses me to consider the prospects for the future of
our nation.â
âą âEvery generation imagines itself to be more intelligent than the
one that went before it, and wiser than the one that comes after
it.â
âą âElders would have nothing to do if they didnât sit around and
disparage the rising generation.â
Can You Relate?
7. âą âMy despair over the behavior and attitudes of this generation
of students, and I use the word âstudentsâ loosely, is so great
that it depresses me to consider the prospects for the future of
our nation. Woodrow Wilson - 1906
âą âEvery generation imagines itself to be more intelligent than the
one that went before it, and wiser that the lone that comes after
it.â George Orwell - 1949
âą âElders would have nothing to do if they didnât sit around and
disparage the rising generation.â Benjamin Franklin - 1780
The More Things Change, The More
They Stay The Same
14. Traditionalists: > 70 years old
âą Values: Discipline and
respect for authority
âą Education: Not the norm
for most people
âą Communication: Formal;
one-on-one, face-to-face;
rotary telephones
âą Finance: Good savers and
pay in cash
15. Traditionalists: > 70 years old
âą Leadership: Top down;
Commanding and authoritative
âą Work preference: Formal
âą Feedback Preference: No news
is good news; satisfied by a job
well done
âą Motivation: âYour experience
is respectedâ
âą Family: Traditional 2 parent
family; eat meals together
17. Baby Boomers: 1946 â 1964
Age 52 - 70
ïȘ Values: Optimism and
personal improvement; be
more successful than
parents
ïȘ Education: a Birthright
ïȘ Communication: Call
anytime; touchtone phones
ïȘ Finance: Buy now, pay later
18. Baby Boomers: 1946 â 1964
Age 52 - 70
ïȘ Goals: Peace; financial security;
independence; liberation
ïȘ Achievements: Most financially
successful generation
ïȘ Created the âShop âtill You
Dropâ materialistic mentality
ïȘ Created âsuburbsâ and âmallsâ
ïȘ Didnât trust institutions; a little
rebellious; protested
ïȘ âMake love not warâ
19. Baby Boomers: 1946 â 1964
Age 52 - 70
ïȘ Leadership: Consensus and
Collegial; more democratic
and affiliative
ïȘ Work preference:
Individual
ïȘ Feedback Preference: Job
title and monetary rewards
ïȘ Motivation: âYou are
neededâ
ïȘ Family: âFamilyâ was
sacrificed to achieve the
âAmerican Dreamâ
20. Generation X: 1964 â 1982
Age 33 - 51
ïȘ Values: Friends and Fun;
a little skeptical
ïȘ Education: A tool to
achieve goals
ïȘ Communication: Cell
phones; 1st to use the
internet
ïȘ Finance: Conservative
and cautious
ïȘ Family: Latch Key kids
21. Generation X: 1964 â 1982
Age 33 - 51
ïȘ 1st Gen with 2 working parents
ïȘ 1st Gen with single parent homes
ïȘ Observed parents struggle
financially; job security a myth
ïȘ Told they would not be as
successful as their parents
ïȘ Life not centered on work; equal
attention given to networking and
friends
ïȘ Not loyal to employers; âWhat is
best for me!â
ïȘ Values Transparency
22. Generation X: 1964 â 1982
Age 33 - 51
ïȘ Leadership: Challenge the status
quo and ask, âWhy?â
ïȘ Work Preference: Entrepreneurial
and Enterprising; Teamwork
ïȘ Feedback Preference: Direct and
Immediate
ïȘ Motivation: âDo it your wayâ;
âForget the rules, itâs the results
that countâ; dissolve the 9 to 5
ïȘ Invented the Work/Life Balance
23. Generation Y - Millennials
1982 â 2001 Age 16 - 33
ïȘ Millennials
ïȘ Net Generation
ïȘ Echo Boomers
ïȘ Boomer Clones
ïȘ Nexters
ïȘ Digital Generation
24. Generation Y - Millennials
1982 â 2001 Age 16 - 33
ïȘ Grew up cherished, indulged,
nurtured, protected, pampered
ïȘ Hovered over by âHelicopterâ
parents
ïȘ Not expected to think or fend for
themselves
ïȘ Minimal experience with failure
ïȘ Participation trophies
25. Generation Y - Millennials
1982 â 2001 Age 16 - 33
ïȘ Values: Extreme fun; Be
entertained; Social and Cultural
Diversity; Humanism;
Volunteerism
ïȘ Education: Necessary and will
lead to success
ïȘ Communication: Texting;
Social media
ïȘ Finance: Earn to spend
26. Generation Y - Millennials
1982 â 2001 Age 16 - 33
ïȘ Leadership: Pacesetting
ïȘ Work Preference: Groups and
Participative Teams
ïȘ Feedback Preference:
Encouraging and Immediate
ïȘ Motivation: âYou will work
with bright and talented
peopleâ; Pat-on-the-back
ïȘ Family: Blended
- Ella Wheeler Wilcox
27. ïȘ Expect success â âI will continue to do wellâ
ïȘ Driven to succeed; goal setters
ïȘ Optimistic â see opportunities, not barriers
ïȘ Confident and self-reliant
ïȘ See value in higher education, but not at expense of
family, fun, and relationships
ïȘ Contributor â âI will make a contribution to societyâ
Generation Y - Millennials
1982 â 2001 Age 16 - 33
28. ïȘ Millennials will comprise more than one in three Americans by 2020
ïȘ Millennials will make up as much as 75% of the U.S. workforce by 2525
ïȘ 87.5% of Millennials disagree with the statement, âmoney is the best
measure of successâ
ïȘ 64% of Millennials would rather make $40K/yr at a job they love than
$100K/yr at a job they think is boring
ïȘ 50% consider themselves politically unaffiliated
ïȘ 29% consider themselves religiously unaffiliated
ïȘ 20 % have one immigrant parent
ïȘ They send a median of over 50 texts per day
ïȘ Grew up with a belief that âeveryone is a winner and no one is a loserâ
Generation Y - Millennials
Interesting Facts
29. Are These Characteristics Consistent
With Our Observations?
ïȘ Behaviors?
ïȘ Characteristics?
ïȘ Attitudes?
ïȘ Attributes?
34. ïȘ Resemble skills needed to become adept at PlayStation
ïȘ Prefer trial and error over reading and asking for
assistance
ïȘ Caution: May get dental students into trouble during
unfamiliar procedures
ïȘ Faculty should not assume all is well if a student doesnât
seek their input
ïȘ Faculty must be proactive with supervision
Millennialsâ Learning Styles
35. ïȘ Millennials prefer learning from graphics or doing rather
than reading long texts or listening to long lectures
ïȘ They like doing things, not just talking about them
ïȘ They become bored if the class is too slow
ïȘ Students retain:
ïȘ 10% of what they read
ïȘ 26% of that they hear
ïȘ 30 % of what they see and hear
ïȘ 70% of what they say
ïȘ 90% of what they say as they do something
Millennialsâ Learning Styles
36. ïȘ Millennials gravitate toward group activities
ïȘ Millennials are achievement oriented, but do not like
ambiguity. They like rules, priorities and procedures.
ïȘ Millennials like structure, plans, and exactness
ïȘ Millennials are not spontaneous
ïȘ Millennials like their education ATAW (anytime,
anywhere) and donât see the need to be in class at an
exact time; like to access information at 2:00 am
Millennialsâ Learning Styles
37. ïȘ Millennials are very social and seek social interactions
with faculty outside the classroom
ïȘ Millennials watch entertainment on computers,
tablets, phones - not televisions
ïȘ Millennials do not see the need for a dress code as
they grew up with Steve Jobs (black T-shirt) and Mark
Zuckerberg (T-shirt and hoodie)
Millennialsâ Learning Styles
38. ïȘ Before Patient Treatment
âą Explain your expectations (if this is first time
with student)
âą Ask the student to provide an assessment of
the patient and treatment plan instead of
asking if the student reviewed the patientâs
dental and medical history.
âą Give feedback to correct misconceptions (be
encouraging and immediate)
Clinical Teaching Tips
39. ïȘ During Patient Treatment
âą Be available and check in several times. Remember
the studentâs learning style is that of developing
expertise at PlayStation and might be reluctant to
call the instructor until the patient has suffered
irreversible harm.
âą Remember the 4Pâs: Praise in Public; Perfect in Private.
Make notes to remind yourself about following up
especially if supervising multiple students.
Clinical Teaching Tips
40. ïȘ After Patient Treatment
âą Have a âclose-out debriefingâ by asking
questions that help clarify the studentâs thinking.
âą What lessons will you take away from this case?
⹠Has the case changed your thinking about�
âą What would you do different?
⹠What if �
âą Provide âwrap-upâ feedback - both suggestions
and praise.
âą Provide academic & personal support and
encouragement
Clinical Teaching Tips
41. ïȘ Feedback Tips
âą Ask students to self assess; how can performance be improved.
âą Raise issues with questions: âWhat is your assessment of âŠ?".
âą For problems, use âtalk aboutâ instead of questions:
âTalk about the difficulties withâŠâ.
âą Use âweâ instead of âyouâ to describe problems: âWhen
did we first start to run into problems with the prep?â.
âą Avoid âWhy didnât youâ questions that make students defensive.
âą Remember the 3 parts of feedback: problems, causes and
solutions.
âą End with praise or encouragement.
Feedback Tips
44. What are the Characteristics of a
Good Dental Educator?
45. Three Characteristics of
Competent Academic Dentistry
McHarg, J., & Kay, E. J. (2009). Designing a dental curriculum for the
twenty-first century, British Dental Journal, 207(10), 493-497.
Head Heart Hands
46. The Head, Hands, and Heart
ï¶Cognitive Intelligence - the ability to reason, learn,
and solve problems (Thinking).
ï¶Technical Intelligence - the ability to perform well
when completing tasks (Doing).
ï¶Emotional Intelligence - how people handle
themselves and their relationships (Being).
50. Being = Emotional Intelligence
âThe ability for recognizing our own feelings and those of
others, for motivating ourselves, and for managing emotions
well in ourselves and in our relationships. It describes
abilities distinct from, but complementary to, academic
intelligence, the pure cognitive capacities measured by IQ.â
- Daniel Goleman
52. Traditional Dental Education
ïȘ In traditional dental
education, how much
emphasis is placed on
Cognitive Intelligence
(Thinking)?
ïȘ How much on Technical
Intelligence (Doing)?
ïȘ How much on Emotional
Intelligence (Being)?
56. Emotional Intelligence Competencies
Self-Awareness Domain:
ï§ Emotional Self-Awareness: Recognizing how oneâs
emotions and moods affect performance.
ï§ Accurate Self-Assessment: Knowing oneâs
abilities and limitations.
ï§ Self-Confidence: A strong sense of oneâs self-worth
and capabilities.
57. Emotional Intelligence Competencies
Self-Management Domain:
ïȘ Emotional Self-Control: Keeping disruptive impulses in check.
ïȘ Transparency: Maintaining honesty and integrity and acting
congruently with oneâs values.
ïȘ Adaptability: Flexibility in handling change.
ïȘ Achievement: Striving to meet a standard of excellence.
ïȘ Initiative: Readiness to act on opportunities.
ïȘ Optimism: Persistence in pursuing goals despite obstacles and
setbacks.
58. Emotional Intelligence Competencies
Social-Awareness Domain:
ï§ Empathy: Sensing othersâ feelings and perspectives.
ï§ Organizational Awareness: Reading a groupâs
emotions and relationships.
ï§ Service Orientation: Anticipating, recognizing and
meeting patientsâ and othersâ needs.
59. Emotional Intelligence Competencies
Relationship Management Domain:
ïȘ Leadership: Inspiring groups and individuals.
ïȘ Influence: Having a positive impact on others.
ïȘ Developing Others: Bolstering othersâ abilities.
ïȘ Change Catalyst: Initiating or managing change.
ïȘ Conflict Management: Negotiating and resolving conflict.
ïȘ Teamwork and Collaboration: Working with others in pursuing
collective goals and creating group synergy.
60. Emotional Intelligence Competencies
Social-Awareness Domain:
ï§ Empathy: Sensing othersâ feelings and
perspectives.
ï§ Organizational Awareness: Reading a groupâs
emotions and relationships.
ï§ Service Orientation: Anticipating, recognizing and
meeting patientsâ and othersâ needs.
61. Principles of Social Awareness
Social-Awareness Domain:
ï§ Empathy: Sensing othersâ feelings and
perspectives.
ïȘ Listens attentively
ïȘ Is attentive to peopleâs moods and nonverbal cues
ïȘ Relates well to people of diverse backgrounds
ïȘ Can see things from someone elseâs perspective
62. Emotional Intelligence Competencies
Social-Awareness Domainâ
ï§ Empathy: Sensing othersâ feelings and
perspectives.
ï§ Organizational Awareness: Reading a groupâs
emotions and relationships.
ï§ Service Orientation: Anticipating, recognizing and
meeting patientsâ needs.
63. Social-Awareness Domainâ
ï§ Organizational Awareness: Reading a groupâs
emotions and relationships.
ïȘ Able to detect crucial social networks and key power
relationships
ïȘ Understands the political forces within the organization
ïȘ Identifies with the organizationâs guiding values
ïȘ Recognizes the unspoken rules of the organization
64. Emotional Intelligence Competencies
Social-Awareness Domainâ
ï§ Empathy: Sensing othersâ feelings and
perspectives.
ï§ Organizational Awareness: Reading a groupâs
emotions and relationships.
ï§ Service Orientation: Anticipating, recognizing
and meeting patientsâ needs.
65. Emotional Intelligence Deficiencies
Social-Awareness Domain â
ïȘ Service Orientation: Anticipating, recognizing and
meeting patientsâ needs.
ïȘ Makes self available as needed
ïȘ Monitorâs patient satisfaction
ïȘ Fosters an environment that keeps patient relationships
on the right track
ïȘ Ensures that patient needs are met
67. 1. Everyone stand and find a partner
2. Face your partner
3. There will be five parts and each part
will only last one to two minutes
4. Then you will be asked to stop talking
and listen for the next step.
Making Connections
68. ïȘ Say two things about yourself and then two
things about your partner, something that
might be considered small talk. For
example, âI like the color of your shirtâ, or
âArenât we having great weather?â, or âHow
was your vacation breakâ? Then your
partner will take a turn to say two things
about him/herself and two things about you.
ïȘ Then wait for the next instruction.
Making Connections â Step 1
69. ïȘ Remain standing and take a minute to
share with each other something that
you really value, something that is
precious to you, something you are
grateful for.
ïȘ Then wait for the next instruction.
Making Connections â Step 2
70. ïȘ Discuss with each other an idea or a
plan you might be willing to work on
together with your combined efforts
and talents.
ïȘ Then wait for the next instruction.
Making Connections â Step 3
71. ïȘ Share with your partner something that
makes your heart heavy, some burden
you are carrying (nothing too private), a
load maybe few people even know.
ïȘ Then wait for the next instruction.
Making Connections â Step 4
72. ïȘ Share with your partner the feelings of
your heart -- what you would want to
say if this were the last time you would
ever see each other in this earth life.
ïȘ Then be seated.
Making Connections â Step 5
73. Wholehearted Connections
ïȘ How important is making
connections with others?
ïȘ What is the relationship
between authenticity and
connection?
ïȘ How do vulnerability and
tenderness relate to taking
the risk to connect?
ïȘ Does it take effort to
connect?
ïȘ Does connection bring
belonging and love?
ïȘ What does it mean to be
wholehearted?