Perceived learning characteristics and professional competency gaps among Korean Generation Z medical students: a mixed-methods study
Abstract
Generation Z learners are a major cohort in undergraduate medical education. However, empirical evidence about their learning characteristics and professional competency needs in Korea remains limited. This mixed-methods study analyzed survey data from 114 students from 40 Korean medical schools and qualitative focus group and panel discussion data from 38 faculty and students. Quantitative analyses included descriptive statistics, internal consistency estimates, paired competency-gap analyses, and exploratory subgroup analyses. Qualitative data were analyzed thematically and integrated through a joint display. Respondents frequently characterized Generation Z medical students as familiar with mobile videos (73.7%), short-form content (59.6%), digital technology (57.0%), and new experiences (47.4%). School life satisfaction was highest for peer relationships (mean [standard deviation (SD)], 4.96 [0.98]) and lowest for class interest (mean [SD], 3.77 [1.18]). Internal consistency was high for school life (Cronbach’s alpha, 0.850), current competencies (Cronbach’s alpha, 0.907), future medical professional competency needs (Cronbach’s alpha, 0.924), and competencies among students in other majors (Cronbach’s alpha, 0.920). The largest future-current competency gaps (paired mean differences) were responsibility (+1.68), communication skills (+1.60), empathy (+1.54), teamwork (+1.48), respect for humanity (+1.36), interpersonal skills (+1.33), and ethical awareness (+1.33) ( P <0.001). Qualitative findings linked these perceived gaps to digital familiarity, fairness sensitivity, individualized communication needs, rigid academic culture, and limited interdisciplinary experiences. These perception-based findings suggest directions for structured digital learning, longitudinal feedback, mentoring, interprofessional experiences, professionalism education, and experiential learning, which could support relational and ethical development.