Purpose
The average age of first-year medical students has only increased by 2 years (from 22 to 24 years) in the last 4 decades. However, while accounting for variations in faculty rank, studies have shown an increase in the average age of medical faculty. This dynamic can possibly explain the growing disconnect in the perception of medical education between students and faculty.

Methods
A systematic literature review of generations from Baby Boomers to Generation Z was conducted. The data were aggregated for comparison of generations based on the definition by year range, common world experiences, and views on trust, education, rewards, evaluation, and career goals. A secondary search into the major changes in the delivery of education over the last 5 decades was also undertaken.

Results
All data were analyzed for associations between the differing perceptions in generations and the changing trends in medical education. These findings suggest explanations for the approaches and responses of both students and faculty to changes in the delivery of education. Common themes found include faculty perception of low student interest in external reading and students' preference for efficient learning through minimal effort for maximal outcomes. Disconnects can be explained by intergenerational differences in perceptions and attitudes regarding technology usage, placement of accountability, and trust in authority.

Conclusion
Understanding the differences in the generations that exist in the medical education system could uncover areas for meeting each stakeholder "where they are" toward bridging the gap between student and faculty perception of their roles in medical education. Outside of simply integrating more technology, the findings of this study can potentially inform faculty-focused training approaches to implement student-centered changes based on generational data.