{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,27]],"date-time":"2026-02-27T05:11:11Z","timestamp":1772169071697,"version":"3.50.1"},"update-to":[{"DOI":"10.12688\/mep.21052.1","type":"new_version","label":"New version","source":"publisher","updated":{"date-parts":[[2025,10,15]],"date-time":"2025-10-15T00:00:00Z","timestamp":1760486400000}}],"reference-count":23,"publisher":"F1000 Research Ltd","license":[{"start":{"date-parts":[[2025,10,15]],"date-time":"2025-10-15T00:00:00Z","timestamp":1760486400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["mededpublish.org"],"crossmark-restriction":false},"short-container-title":["MedEdPublish"],"abstract":"<ns3:p>The X+Y scheduling model has become a widely adopted and effective approach within pediatric and internal medicine residency training programs across the United States. A closer examination of the factors contributing to its success reveals the broader societal and generational context influencing today\u2019s medical trainees\u2014specifically, members of Generation Z (Gen Z). This model supports enhanced adaptability and personalization of learning, fosters teamwork and collaboration, integrates flexibility and wellness, and promotes diversity and inclusion\u2014key educational priorities that align closely with Gen Z\u2019s values and learning preferences. Furthermore, the model resonates with and revitalizes foundational principles of adult learning theory. As Gen Z continues to comprise the majority of incoming medical trainees, further research is warranted to evaluate the applicability and effectiveness of the X+Y model in pediatric subspecialty fellowships and other residency programs, particularly in surgical and procedural-based specialties.<\/ns3:p>","DOI":"10.12688\/mep.21052.2","type":"journal-article","created":{"date-parts":[[2025,10,15]],"date-time":"2025-10-15T08:35:10Z","timestamp":1760517310000},"page":"27","update-policy":"https:\/\/doi.org\/10.12688\/mep.crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["How to Keep the Fire Burning: X+Y for the Gen Zs"],"prefix":"10.12688","volume":"15","author":[{"ORCID":"https:\/\/orcid.org\/0009-0004-6513-8112","authenticated-orcid":false,"given":"Christina","family":"Chen","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0009-0006-9678-6547","authenticated-orcid":false,"given":"Alisa","family":"Corrado","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1309-7150","authenticated-orcid":false,"given":"Kevin","family":"Ratnasamy","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Ross E.","family":"Myers","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Joanna","family":"Lewis","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Marylouise 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status","group":{"name":"current-referee-status","label":"Current Referee Status"}},{"value":"10.21956\/mep.22551.r43287, Ahmet Ziya Birbilen, Pediatric, Hacettepe University Faculty of Medicine Department of Child Health and Diseases, Ankara, 08 Sep 2025, version 1, indexed","URL":"https:\/\/mededpublish.org\/articles\/15-27\/v1#referee-response-43287","order":0,"name":"referee-response-43287","label":"Referee Report","group":{"name":"article-reports","label":"Article Reports"}},{"value":"<b>Christina Chen<\/b>; \n<i>Posted: 29 Sep 2025<\/i>; Thank you for your thoughtful feedback.&nbsp; We are pleased to hear that you found the article&nbsp;both enjoyable and informative.&nbsp; In response to your suggestions, we have incorporated more recent references from the graduate medical education literature to further support our discussion of Gen Z characteristics and the outcomes of X+Y scheduling.&nbsp; To improve clarity for readers, we explicitly noted that the article is structured as a narrative review, which we agree helps set appropriate expectations. Additionally, we included a brief discussion of the potential challenges and limitations associated with X+Y scheduling, and we reframed its applicability to surgical specialities as an area for future reserach rather than a current conclusion.&nbsp; We believe these revisions provide a more balanced perspective and enhance the depth of our analysis.&nbsp; We sincerely appreciate your insightful feedback and the opportunity to strengthen our work.","URL":"https:\/\/mededpublish.org\/articles\/15-27\/v2#referee-comment-3688","order":1,"name":"referee-comment-3688","label":"Referee Comment","group":{"name":"article-reports","label":"Article Reports"}},{"value":"10.21956\/mep.22551.r43288, Nazan Karao\u011flu, Necmettin Erbakan University Faculty of Medicine, Konya, 12 Sep 2025, version 1, indexed","URL":"https:\/\/mededpublish.org\/articles\/15-27\/v1#referee-response-43288","order":2,"name":"referee-response-43288","label":"Referee Report","group":{"name":"article-reports","label":"Article Reports"}},{"value":"<b>Christina Chen<\/b>; \n<i>Posted: 29 Sep 2025<\/i>; We appreciate your recognition of the importance of designing educational models for the new generation of trainees.&nbsp; In response to your feedback, we revised the tips section to incorporate some of our own perspectives and experiences, adding a more personal dimenion to the practical recommendations.&nbsp; We also addressed your request for insights from educators of older generations by discussing the challenges they may face in transitioning to X+Y scheduling and offering strategies to help ovecome them.&nbsp; We believe these additions strengthen the relevance and applicability of the article, and we apprciate your thoughtful suggestions.","URL":"https:\/\/mededpublish.org\/articles\/15-27\/v2#referee-comment-3689","order":3,"name":"referee-comment-3689","label":"Referee Comment","group":{"name":"article-reports","label":"Article Reports"}},{"value":"10.21956\/mep.22551.r42959, Gianna G. Valenti, Children\u2019s Hospital of Michigan\/Central Michigan University College of Medicine, Detroit, 22 Sep 2025, version 1, indexed","URL":"https:\/\/mededpublish.org\/articles\/15-27\/v1#referee-response-42959","order":4,"name":"referee-response-42959","label":"Referee Report","group":{"name":"article-reports","label":"Article Reports"}},{"value":"<b>Christina Chen<\/b>; \n<i>Posted: 29 Sep 2025<\/i>; Thank you for your thorough review and valuable suggestions.&nbsp; We have clarified the comparsion between the X+Y scheduling model and traditional scheduling and provided a clear definition of &quot;microlearning.&quot;&nbsp; We also referenced the benefits of the X+Y model as perceived by both residents and faculty.&nbsp; Given the diverse ways the X+Y model has been applied to support advocacy and DEI, we have incorporated these considerations in a general sense.&nbsp; Additionally, we included a brief discussion of the potential challenges and limitations of the X+Y scheduling and reframed its applicability to the surgical specialities as an area for furture research rather than a current conclusion.&nbsp; We sincerely appreciate your feedback, which has helped strengthen this paper an an innovative perspective and useful resource for medical educators.","URL":"https:\/\/mededpublish.org\/articles\/15-27\/v2#referee-comment-3690","order":5,"name":"referee-comment-3690","label":"Referee Comment","group":{"name":"article-reports","label":"Article Reports"}},{"value":"The author(s) declared that no grants were involved in supporting this work","order":6,"name":"grant-information","label":"Grant Information"},{"value":"This is an open access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.","order":0,"name":"copyright-info","label":"Copyright"}]}}