(PO-001) Artworks/Drawings as a Tool to Understand Millennials Learning in Dentistry

Author: Shiva Farrahi, D.M.D student – University of Saskatchewan College of Dentistry
Author: Diego M. Ardenghi, D.D.S, MA (Educ), MSc, Dip. Pros, FRCD(C) – University of Saskatchewan College of Dentistry
Author: Renata Grazziotin-Soares, DDS, MSc, PhD – University of Saskatchewan College of Dentistry
Submitter: Renata Grazziotin, Ph.D. – University of Saskatchewan

Objectives: Dental education programs have people from different generations (Traditionalists, Baby-boomers, Generation-X, Millennials, and upcoming, Generation-Z). This diversity enriches the environment but also challenges educators in how to effectively mentor students. We investigated if Millennials` (our sample of students; Group-1) perceptions about the learning environment were aligned with the ones of faculty members (a sample representing a mix of generations; Group-2). This study is part of an umbrella project (ethical approval #2103; 10/5/2020) that uses artworks/drawings/mind-maps as forms of data collection.

Methods: Full-time dentistry faculty (30%, 6/20) and year-1 students (26.4%, 9/34) produced artworks to graphically represent their ‘voices’ on how Millennials learn. This qualitative study used thematic analysis to depict feelings/opinions from the artworks. Two researchers analyzed the graphical data using an interpretative approach. This study is ongoing and, up to date, n=5 students and n=3 faculty artworks were analyzed.

Results: Graphical codes (such as: an octopus) were collected to develop categories (such as: multitasking), which further originated themes for each group: G1) Students – online education for the new generation is a dissatisfactory experience of loneliness; the environment lacks empathy; and there is an unwelcoming separation between basic and applied sciences;  and G2) Faculty – the current online learning environment has negatively changed in comparison to the old days; but the supportive feeling remains making the experience still worthwhile; and, there is a detrimental division between preclinical and clinical.

Conclusion: Preliminary results displayed that our sample of Millennials students live the moment/the present, and do not make comparisons with the past. They feel lonely and miss personal interaction. Faculty members (born in previous generations) indicated that the contemporary dental education environment is more challenging/unfavorable than the past, but they showed hope and encouragement. Students and faculty expressed aligned negative criticism of the traditional splitting: basic/preclinical and applied/clinical sciences.