Exploring the Generational Gap in Medical Education and Identifying Generation Z–Related Challenges and Opportunities from the Perspectives of Students and Faculty Members: A Qualitative Study

Technical Summary: Exploring the Generational Gap in Medical Education and Identifying Generation Z–Related Challenges and Opportunities

Problem Statement
Medical education systems, traditionally reliant on lecture-based instruction, hierarchical relationships, and memorization-oriented assessments, face a significant misalignment with the characteristics of Generation Z (individuals born after 1997). As the first cohort of "digital natives," Generation Z students exhibit distinct learning preferences, communication styles, and values shaped by constant connectivity and digital immersion. This study addresses the "generational gap"—defined as the divergence in attitudes, expectations, and interaction styles between these new learners and older faculty members. The authors posit that this gap creates challenges in communication, educational satisfaction, and academic motivation, while simultaneously offering opportunities for pedagogical innovation. Furthermore, the study highlights a lack of localized qualitative evidence regarding this phenomenon within the Iranian medical education context, noting that existing literature is predominantly Western-centric.

Methodology
This qualitative study was conducted in 2025 at Mazandaran University of Medical Sciences, Iran. The research employed a conventional content analysis approach based on the methodology of Graneheim and Lundman, adhering to the Consolidated Criteria for Reporting Qualitative Research (COREQ) guidelines.

• Participants: The study utilized purposive sampling with maximum variation to recruit 18 participants: 10 Generation Z medical students (enrolled in various health-related programs) and 8 faculty members with at least three years of teaching experience with this generation.
• Data Collection: Data were gathered through in-depth, semi-structured interviews lasting 30–60 minutes. An interview guide explored experiences with medical education, perceived generational differences, faculty-student interactions, the role of technology, and attitudes toward work-life balance.
• Data Analysis: Transcripts were analyzed concurrently with data collection. Meaning units were identified, condensed, and coded. Through constant comparison, codes were grouped into subcategories and finally abstracted into latent themes. The MAXQDA 2024 software facilitated data management.
• Trustworthiness: Rigor was ensured through prolonged engagement, member checking, peer debriefing, and the maintenance of an audit trail to satisfy criteria for credibility, dependability, confirmability, and transferability.

Key Results
Data analysis yielded 48 initial codes, which were organized into 15 subthemes and five overarching themes:

1. Mismatch Between Traditional Teaching Methods and Generation Z Learning Preferences:

   • Students expressed a strong preference for active, interactive, and problem-based learning (e.g., case-based discussions, collaborative learning) over passive, lecture-based sessions.
   • There is a marked preference for concise, multimedia-rich educational content (e.g., short videos) compared to lengthy lectures.
   • Faculty acknowledged that evolving student styles necessitate modifications to traditional teaching practices.

2. Transformation of Faculty–Student Relationships and Communication Expectations:

   • Generation Z students expect more egalitarian, approachable, and dialogue-based interactions, seeking accessibility from instructors beyond formal classroom settings.
   • A conflict exists regarding educational authority; behaviors such as questioning or expressing alternative viewpoints are sometimes interpreted by faculty as disrespect, whereas students view them as critical engagement.
   • There is a shared emphasis on the need for timely, continuous, and constructive feedback to maintain motivation.

3. Technology: Opportunity or Threat?

   • Students demonstrate high digital competence and utilize online resources for self-directed learning and rapid information retrieval.
   • However, both students and faculty expressed concerns regarding superficial learning, reduced attention spans, and distraction caused by excessive reliance on smartphones and social media.
   • Participants emphasized the need for the purposeful, structured integration of technology (e.g., simulations, blended learning) rather than unregulated use.

4. Changing Attitudes Toward Work–Life Balance and Educational Pressure:

   • Students prioritize mental well-being and the balance between academic responsibilities and personal life, viewing these as essential rather than optional.
   • Faculty sometimes interpret this prioritization as a lack of resilience or tolerance for pressure, whereas students frame it as a conscious effort to preserve psychological health.
   • Students seek personal relevance and clear purpose in learning content to sustain motivation.

5. Need for Managerial and Curricular Reform:

   • Participants identified a need to redesign curricula to be student-centered, competency-based, and updated for contemporary realities.
   • There is a call for faculty development focused on new teaching approaches, communication skills, and digital literacy.
   • Educational policies require greater flexibility regarding assessment methods and regulations to move away from rote memorization toward practical competence.

Significance and Claims
The paper claims that the generational gap in medical education is a multidimensional and dynamic phenomenon driven by technological, cultural, and organizational shifts, rather than merely age-based differences. The study asserts that while these differences present challenges in communication and educational processes, they also serve as catalysts for transforming medical education from traditional, teacher-centered models toward innovative, learner-centered paradigms.

The authors conclude that bridging this gap requires a coordinated approach involving:

• Revising teaching approaches to align with interactive and problem-based learning preferences.
• Empowering faculty members through development in communication and digital integration.
• Reforming educational policies to enhance flexibility and mental well-being support.

The study positions itself as a necessary step toward understanding these dynamics within the specific cultural and managerial context of Iran, suggesting that effective policy-making requires this localized evidence rather than relying solely on Western generalizations. The authors maintain a modest stance, acknowledging that the findings are context-specific and that future multicenter, mixed-methods research is needed to examine the broader impact of these generational differences on educational outcomes.