Preface

The book originates from collaborative research attempts to reflect current perspectives on health and educational success. The authors are from diverse disciplines, pursuing interdisciplinary research activities focusing on health and educational successes from current perspectives. Collaborations are inclusive of medical practitioners, nurses, school-based educators, and other experts within the education and health sectors, all of whom were consulted to validate the information.

This book presents a scholarly discussion on various topics from current perspectives. It includes well-researched information on teachers', nurses', and doctors' views on success in health and education. Most of the book chapters present findings from original research that was conducted for master's and Ph.D. theses and articles. These chapters represent a significant reworking of the unpublished theses and thus the most recent information has been added along with accompanying citations. The book was also independently peer-reviewed by external experts in the field.

In this book, readers will learn about health and educational success from academics as well as established and novice researchers in the following chapters:

Chapter 1: "Perspective Chapter: Communication – Overcoming Generational Difference"

Chapter 2: "Perspective Chapter: Practical Approaches to Enhance Successful Lives among People Living with Epilepsy"

Chapter 3: "Innovations in Active Education Techniques: Team Based Learning, Flipping the Classroom, and Think-Pair-Share"

Chapter 4: "Knowledge of Sugar in Sugar-Sweetened Beverages in South Africa: A Survey of Postgraduate Students"

Chapter 5: "Perspective Chapter: Evidence-Based Medicine – A New Approach for Medical Education and Practice"

Chapter 6: "Awareness and Prevalence of Hepatitis B and C in Rural Areas of Lahore, Pakistan"

Chapter 7: "Perspective Chapter: Integrating Follow-up Care Management for Assessment and Management of Rape Survivors Diagnosed with PTSD and Depression in Primary Health Care Settings"

Chapter 8: "Perspective Chapter: Perspectives toward Overcoming Depression and Anxiety to Enhance Educational Success among Students in a Rural University Context"

Chapter 9: "Nurses' Coping Strategies When Caring for Mental Health Care Users Diagnosed with Substance Use Disorders"

Chapter 10: "Patient Feedback to Enhance Residents' Learning: A Patient and a Resident Perspective"

Chapter 11: "Perspective Chapter: Strengthening and Empowering Professional Health Educators' Capacity and Practice"

Chapter 12: "Obstacles in the Nursing Training Programs"

Chapter 13: "Baseline Analysis for Effective Diabetes Intervention"

Chapter 14: "Factors Contributing to the Academic Challenges Faced by South African Physiotherapy, Occupational Therapy and Biokinetics Students"

Chapter 15: "In the Process of Being Left Behind: Rural-Urban Migration, Precarious Work Conditions, and the Health of Neglected Populations in Agbogbloshie, Accra, Ghana"

Chapter 16: "Perspective Chapter: Enhancing the Nurse-Initiated Management of Antiretroviral Therapy Training and Implementation - A Conceptual Framework"

Some of the chapters are perspective in nature and, as such, the authors use both narrative and integrative literature reviews to build on the known evidence-based practices. Some of the authors generated evidence-based information by using quantitative and qualitative research designs. The methodology used in this book can be transferred to other settings to generate new knowledge.

This book was designed to reach a wide audience with knowledge of the best practices used in various educational as well as clinical institutions, both private and public, to acquaint the individual communities both young and old and it can be applied in various settings.

> **Tebogo Maria Mothiba, Takalani Edith Mutshatshi and Thifhelimbilu Irene Ramavhoya** Office of the Executive Dean, Faculty of Health Sciences and Department of Nursing Science, University of Limpopo, Polokwane, South Africa

> > **1**

**Chapter 1**

**Abstract**

learner, and the patient.

**1. Introduction**

Perspective Chapter:

*Shannon Ramsey Jimenez*

Generational Difference

Communication – Overcoming

Each generation has special characteristics brought out by the times in which they have lived, which has affected how they communicate in both reception and expression of information. This chapter examines key differences between the generations and discusses their application to medical education and patient care. Both older generations and younger generations will be discussed. This information was taken from industry, sales, and human resource literature and extrapolated to medical education. This review compares and contrasts the characteristics of the five unique working generations. Some of these characteristics include stoicism, altruism, idealism, and beneficence. The effects of these characteristics will be used to explain how generational differences affect communication specific to teaching, learning, and practicing medicine. This information is then used to show how to improve communication within those settings. In medical education, improved communication can facilitate better learning and more productive and pleasant experiences for the educator, the

**Keywords:** generation, communication, x, y, z, traditional, millennials, baby boomer

Five generations are currently living together on the planet, and each generation is of the age to have formed their own opinions and expectations. The different generations include the Traditional Generation [>1945], the Baby Boomers [1945–1965~], then Generations X [1965–1980~], Generation Y- "Millennials" [1980–2000~], and Generation Z [2000–2010s~] [1]. Each generation has special characteristics brought out by the times in which they have lived, which in turn has affected the way they communicate in both reception and expression of information. The following chapter looks at key differences between the generations in the United States and discusses

To better understand health professions students, educators need first to understand themselves. Everyone views the world through the lens of their own personal histories. Each generation will have a brief synopsis of characteristics followed by suggestions for health profession teachers and communication recommendations for

their application to medical education and patient engagement.
