GENERATIONAL PERCEPTIONS OF MEDICAL EDUCATION: TEACHER-STUDENT RELATIONSHIPS AND CHALLENGES OF UNDERGRADUATE TRAINING

Abstract

The transformation of medical education and the coexistence of different student generations have raised interest in possible differences in how students perceive the teaching–learning process. However, evidence regarding the influence of generational characteristics remains limited, particularly in the Brazilian context. This study compared the perceptions of medical students from Generations X, Y, and Z regarding medical education, faculty–student relationships, academic challenges, and learning strategies. A cross-sectional analytical study was conducted with 95 students from a private Brazilian medical school. Data were collected through an electronic questionnaire and analyzed using the chi-square test. Most participants belonged to Generation Z (90.5%). Faculty–student relationships were positively perceived, and adaptation to the teaching model was high, with no significant differences among generations. All participants reported using artificial intelligence tools to support their studies. The only significant differences were a higher frequency of self-reported stress among Generation Z students (p=0.038) and greater comfort in disagreeing with faculty members among Generation X students (p=0.0001). These findings suggest that institutional and curricular factors exert a greater influence on the academic experience than generational membership.