Extended Abstract
Dear Editor
One of the significant challenges of our modern world is the generational differences, which can have profound effects on social, cultural, economic, health and welfare aspects of different generations, acting as a challenge to social epidemiology [1]. Generation Z refers to individuals born between 1990 and 2010. This generation comes after generation Y (Millennials) and is known as “digital natives” since they grew up with the internet [2]. The important characteristic of generation Z is familiarity with technology, the internet, and smart devices, enabling them to connect easily to each other through social media and various applications [3]. This generation is generally more diverse regarding ethnicity, culture, and gender. Their other characteristic is sensitivity to environmental and social justice [4]. Generation Z values education and often seeks entrepreneurship and starting their own businesses. They are also highly adaptable to rapid changes in the workplace or in life. They are more realistic about the future and are aware of economic, political, and social challenges. These characteristics have led generation Z to adopt new social, educational and professional strategies [5, 6].
Universities, as an educational environment, are one of the main places for intergenerational interactions. However, in these settings, we may witness generational gaps, especially between generation Z students and professors from previous generations [7]. This generational gap can significantly affect learning skills and teaching quality in universities [8]. Professors may use traditional teaching methods that are not effective or attractive to them. If generation Z students feel that professors do not pay attention to their needs and learning styles, they may have less motivation to learn and consequently show less participation in educational activities. A lack of mutual understanding can lead to less interaction in classrooms between them. generation Z students are usually interested in learning independently and using online resources. If professors do not embrace these methods, these students’ self-learning skills will be declined [8, 9].  
Various strategies can be employed to bridge the gap between Generation Z students and professors in medical universities. For example, holding workshops and training courses for professors to familiarize them with the characteristics and needs of generation Z can help students better understand professors’ teaching methods and increase professors’ understanding of the characteristics and preferences of this generation [10]. Creating a space for open dialogue through regular sessions for exchanging views between students and professors can also help both sides better understand each other [11]. Other strategies include the use of active student-centered teaching methods (such as group projects and practical learning) and new educational technologies, especially computer-based or online tools, since the most of generation Z medical students prefer to learn medical sciences through web-based media or digital storytelling [12, 13]. Professors should also pay more attention to Generation Z students’ social and cultural sensitivities in their teaching [14].
Although generational gaps in medical universities may lead to misunderstandings, conflicts, and communication challenges between students and professors, these environments provide unique opportunities for mutual learning and growth. With constructive interaction between different generations in universities, it is possible to overcome the educational challenges and create richer educational environments.



References

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