Are There Common Characteristics and Adjustment Processes among Gen Z?
Akiko Takeuchi, Shigeki Jin, Takayuki Kiuchi, Manabu Murakami

Abstract
Genes, proteins, chemicals, diseases, species, mutations and cell lines named across the full text — each resolved to its canonical identifier and authoritative record.
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Taxonomy
TopicsGrit, Self-Efficacy, and Motivation
Dear Editor,
The authors are interested in how Gen Z medical students adapt to their learning environments and were intrigued by a 2022 article by Zhuhra et al., which examined the process and contributing factors of college admissions among first-year Indonesian students (1). Although the study methodologies and settings are completely different, the authors’ research findings overlap with the results identified in the study by Zhuhra et al. (1), enhancing the generalizability of their conclusions.
The authors interviewed 22 first-year (liberal arts) and 11 third-year (preclinical training) students about their perceptions of the characteristics of their generation that affect their adaptation process, particularly the differences between them and previous generations. Each interview took approximately 60 min, and the interviews were recorded, converted into transcripts, analysed through coding, and inductively categorised based on similar content. The authors identified five categories: i) accustomed to digital devices and reliant on social media for information; ii) preferring flexibility and avoiding organisational discipline; iii) resistance to face-to-face communication despite disliking fear of missing out (FOMO); iv) preferring outcome-oriented and real-time feedback with good time management; and v) pragmatic thinking, emphasising work-life balance over remuneration or career advancement (Table 1).
Zhuhra et al. described Gen Z as “goaloriented, self-reliant, pragmatic,” and “at risk for FOMO” (1), which aligns with the authors’ abovementioned findings. Another study on burnout among medical students in Malaysia (2) suggested that the educational impact of high internet connectivity and protective parental environments on Gen Z may be universal. Since information can be quickly searched for on social media, Gen Z tends to value outcomes and dislike ambiguous processes (3, 4); however, they also have poor information literacy regarding credibility (3, 5).
The authors agree with the conceptual diagram by Zhuhra et al. of the adjustment process (1). While parents and seniors strongly encourage their children to become doctors (1, 2), a characteristic of Gen Z members may be their difficulty deciding whether they want to join the medical community of their own volition and follow its rules (3).
The reference list from the paper itself. Each links out to its DOI / PubMed record.
- 1Zhuhra RT Wahid MH Mustika R Exploring college adjustment in first-year Gen Z medical students and its contributing factors Malays J Med Sci 202229112613710.21315/mjms 2021.29.1.12PMC 888798535283684 · doi ↗ · pubmed ↗
- 2Thew HZ Ching SM Sallahuddin NA Nooralirakiz PND David TS Zaidi IKH Prevalence of burnout and its associated factors among medical students at a public university in Selangor, Malaysia: a cross-sectional study Malays J Med Health Sci 202319119720410.47836/mjmhs.19.1.27 · doi ↗
- 3Eckleberry-Hunt J Lick D Hunt R Is medical education ready for Generation Z?J Grad Med Educ 201810437838110.4300/JGME-D-18-00466.130154963 PMC 6108364 · doi ↗ · pubmed ↗
- 4Witt EE Onorato SE Schwartzstein RM Medical students and the drive for a single correct answer: teaching complexity and uncertainty ATS Sch 202131273710.34197/ats-scholar.2021-0083 PS 35633993 PMC 9131886 · doi ↗ · pubmed ↗
- 5Lerchenfeldt S Attardi SM Pratt RL Sawarynski KE Taylor TAH Twelve tips for interfacing with a new generation of medical students: i Gen Med Teach 202143111249125410.1080/0142159 X.2020.184530533174808 · doi ↗ · pubmed ↗
