1Department of Psychiatry and Behavioral Medicine, Brody School of Medicine, East Carolina University, 600 Moye Blvd, Mail Stop 635, Greenville, NC, 27834, USA. firstname.lastname@example.org.
2Department of Psychiatry and Behavioral Medicine, Brody School of Medicine, East Carolina University, 600 Moye Blvd, Mail Stop 635, Greenville, NC, 27834, USA.
3Brody School of Medicine at East Carolina University/Vidant Behavioral Health, 905 Johns Hopkins Drive, Greenville, NC, 27834, USA.
Professionalism is an abstract concept which makes it difficult to define, assess and teach. An additional layer of complexity is added when discussing professionalism in the context of digital technology, the internet and social media - the digital world. Current physicians-in-training (residents and fellows) are digital natives having been raised in a digital, media saturated world. Consequently, their use of digital technology and social media has been unconstrained - a reflection of it being integral to their social construct and identity. Cultivating the professional identity and therefore professionalism is the charge of residency training programs. Residents have shown negative and hostile attitudes to formalized professionalism curricula in training. Approaches to these curricula need to consider the learning style of Millennials and incorporate more active learning techniques that utilize technology. Reviewing landmark position papers, guidelines and scholarly work can therefore be augmented with use of vignettes and technology that are available to residency training programs for use with their Millennial learners.