The characteristic profile of Millennial Generation students, driving many educational reforms, can be challenged by research in a number of fields including cognition, learning style, neurology, and psychology. This evidence suggests that the current aggregate view of the Millennial student may be less than accurate. Statistics show that Millennial students are considerably diverse in backgrounds, personalities, and learning styles. Data are presented regarding technological predilection, multitasking, reading, critical thinking, professional behaviors, and learning styles, which indicate that students in the Millennial Generation may not be as homogenous in fundamental learning strategies and attitudes as is regularly proposed. Although their common character traits have implications for instruction, no available evidence demonstrates that these traits impact their fundamental process of learning. Many curricular strategies have been implemented to address alleged changes in the manner by which Millennial students learn. None has clearly shown superior outcomes in academic accomplishments or developing expertise for graduating students and concerns persist related to the successful engagement of Millennial students in the process of learning. Four factors for consideration in general curricular design are proposed to address student engagement and optimal knowledge acquisition for 21st century learners. Anat Sci Educ 4: 214‐226. © 2011 American Association of Anatomists.

中文翻译：

---

揭开千禧一代学生神秘面纱：重新评估性格和参与专业教育的方式。

千禧一代学生的特征，推动了许多教育改革，可能会受到认知，学习风格，神经病学和心理学等多个领域研究的挑战。这些证据表明，目前对千禧一代学生的总体看法可能不够准确。统计数据表明，千禧一代的学生在背景，个性和学习方式上差异很大。呈现的数据涉及技术偏爱，多任务处理，阅读，批判性思维，专业行为和学习方式，这表明千禧一代的学生在基本学习策略和态度上可能不像通常建议的那样同质。尽管它们的共同性格特征对教学有影响，没有可用的证据表明这些特征影响他们的基本学习过程。已经采取了许多课程策略来解决千禧一代学生学习方式的所谓变化。没有人能清楚地显示出在学业成就或为毕业学生培养专业知识方面的卓越成果，并且与千禧一代学生在学习过程中的成功参与有关的担忧仍然存在。提出了在一般课程设计中要考虑的四个因素，以解决21世纪学习者的参与和最佳知识获取问题。Anat Sci Educ 4：214-226。©2011美国解剖学家协会。已经采取了许多课程策略来解决千禧一代学生学习方式的所谓变化。没有人能清楚地显示出在学业成就或为毕业学生培养专业知识方面的卓越成果，并且与千禧一代学生在学习过程中的成功参与有关的担忧仍然存在。提出了在一般课程设计中要考虑的四个因素，以解决21世纪学习者的参与和最佳知识获取问题。Anat Sci Educ 4：214-226。©2011美国解剖学家协会。已经采取了许多课程策略来解决千禧一代学生学习方式的所谓变化。没有人能清楚地显示出在学业成绩或为即将毕业的学生培养专业知识方面的优异成绩，并且与千禧一代学生成功地参与学习过程有关的担忧仍然存在。提出了在一般课程设计中要考虑的四个因素，以解决21世纪学习者的参与和最佳知识获取问题。Anat Sci Educ 4：214-226。©2011美国解剖学家协会。提出了在一般课程设计中要考虑的四个因素，以解决21世纪学习者的参与和最佳知识获取问题。Anat Sci Educ 4：214-226。©2011美国解剖学家协会。提出了在一般课程设计中要考虑的四个因素，以解决21世纪学习者的参与和最佳知识获取问题。Anat Sci Educ 4：214-226。©2011美国解剖学家协会。