Are There Common Characteristics and Adjustment Processes among Gen Z?

Abstract

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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).