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Journal of Genetic Counseling

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01.12.2010 | Professional Issues

Training the Millennial Learner Through Experiential Evolutionary Scaffolding: Implications for Clinical Supervision in Graduate Education Programs

verfasst von: Vickie L. Venne, Darrell Coleman

Erschienen in: Journal of Genetic Counseling | Ausgabe 6/2010

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Abstract

They are the Millennials – Generation Y. Over the next few decades, they will be entering genetic counseling graduate training programs and the workforce. As a group, they are unlike previous youth generations in many ways, including the way they learn. Therefore, genetic counselors who teach and supervise need to understand the Millennials and explore new ways of teaching to ensure that the next cohort of genetic counselors has both skills and knowledge to represent our profession well. This paper will summarize the distinguishing traits of the Millennial generation as well as authentic learning and evolutionary scaffolding theories of learning that can enhance teaching and supervision. We will then use specific aspects of case preparation during clinical rotations to demonstrate how incorporating authentic learning theory into evolutionary scaffolding results in experiential evolutionary scaffolding, a method that potentially offers a more effective approach when teaching Millennials. We conclude with suggestions for future research.

Although individuals in each generation take pride in their unique personalities, scholars have found general characteristics within generations. The purpose is not to stereotype, but to provide useful guidance for understanding qualities that impact interactions in academics, the workplace, and relationships.

Because the focus of this manuscript is about clinical supervision, we use the term “supervisor,” recognizing that the proposed model could be applied to both supervisors and instructors.

Although we respect and honor each person as a unique individual, we assume in this paper that Millennial generational characteristics will emerge in many if not most genetic counseling students. To the extent that this is not true, supervisors should adjust accordingly.

ABGC. (2010) personal communication via Lisa Amacker-North.

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Titel: Training the Millennial Learner Through Experiential Evolutionary Scaffolding: Implications for Clinical Supervision in Graduate Education Programs
verfasst von: Vickie L. Venne
Darrell Coleman
Publikationsdatum: 01.12.2010
Verlag: Springer US
Erschienen in: Journal of Genetic Counseling / Ausgabe 6/2010
Print ISSN: 1059-7700
Elektronische ISSN: 1573-3599
DOI: https://doi.org/10.1007/s10897-010-9319-8

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