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INTRODUCTION

About the Author: Dr. Hammer is the Faculty Lead for Student Professional Development at the University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences. Prior to this appointment, she served as Director of the Teaching Certificate Program in Pharmacy Education, and Director of the Bracken Pharmacy Care Learning Center at the University of Washington. Dr. Hammer received a B.S. in pharmacy from Oregon State University, worked in hospital and community independent pharmacies, and then returned to school to earn M.S. and Ph.D. degrees in Pharmacy Practice with an emphasis in education from Purdue University School of Pharmacy. Her research involves assessment of students’ educational outcomes, professional development, and interprofessional education. Dr. Hammer has served on the editorial boards of several pharmacy education, practice and research journals, and has won awards for teaching, innovations in teaching and education, and educational research. She practices her personal and time management skills balancing a faculty position, relief work in an independent pharmacy, and parenthood of two teenagers.

LEARNING OBJECTIVES

LEARNING OBJECTIVES

After completing this chapter, readers should be able to

  1. Determine if they need to improve their personal and time management skills.

  2. Critically analyze the choices they make in how they spend their time.

  3. Describe common myths or pitfalls with regard to time management.

  4. Take action to avoid time management pitfalls.

  5. Discuss various theories and approaches to time management.

  6. Apply concrete suggestions and steps to improve their personal and time management skills.

  7. Explain how personal and time management techniques apply to pharmacy practice.

  8. Recognize the relationships between personal and time management, stress, health, and career success.

SCENARIO

Revisit the Krista Connelly scenario from Chapter 2.It appears as though Krista is a somewhat successful “personal manager”—she seems to attend all her classes, prepares for classes ahead of time and reviews material with professors, holds down a part-time pharmacy job, and even is able to squeeze in routine home activities and downtime with friends and family. Unfortunately, Krista may not be taking very good care of herself with regard to diet, exercise, and sleep which can eventually be detrimental to her success, but she seems to have her act together for the most part. One question that remains after reading about Krista is when does she study? Perhaps she is one of the “genius” students who does not seem to have to study very much but is still able to achieve high grades. Consider a different scenario discussed further.

Tom Gupta is also a second-year pharmacy student. Tom describes himself as a busy pharmacy student, although he would not necessarily say that he is stressed out most of the time. Tom tries to get out of bed by 7 AM so that he can get to class by ...

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