Background: Time management is effective in controlling stress especially for medical residents. Time management in the surgical field and residential education is very important as they are directly ...involved in treating patients. Proper time management will help decrease work-related stress and increase efficacy, although there is no time management in medical courses. There are few studies in Iran in this field. So, we designed this study to assess the effects of time management on improvement of educational and therapeutic services in surgical residents of Imam Hospital. Methods: This before–after study was done in Imam hospital between February-March 2015. In this before-after study, 18 surgical residents of Imam Hospital (residents of 1-4 years), were enrolled. Their activities were evaluated in 11 scopes. To evaluate the effects of this self-evaluation, 5 scopes were assessed by the staff. The time during two weeks spent on each item was claimed as a percentage of 336 hours in two weeks. The self-assessment results and their effects on their scores were considered. Data regarding age, sex, and marital status were also gathered. Data were analyzed using SPSS software. Results: Eighteen residents were enrolled in this study. Ten residents were male (55.6%) and eight were female. Six (33.3%) were married. The mean age was 30±3.7 years. Resting time and emergency room time were significantly higher in the first-year residents while studying time was higher in the fourth-year residents. Second-year residents spend more time in training classes than others. The mean score at the beginning and the end of the study was highest in the forth-year residents and lowest in the first-year residents. All scores at the end of the study were significantly higher than the beginning except clinical judgment. The increase of the mean overall score was significantly higher in the fourth-year group and lowest in the first-year group. Conclusion: Time management could improve the educational performance of surgical residents.
Reports an error in "How being busy can increase motivation and reduce task completion time" by Keith Wilcox, Juliano Laran, Andrew T. Stephen and Peter P. Zubcsek ( Journal of Personality and Social ...Psychology, 2016Mar, Vol 1103, 371-384). In the article, the affiliation of the author Andrew T. Stephen was incorrectly listed in the byline and the author note. The author is affiliated with the University of Oxford. The author note paragraph “Andrew T. Stephen is now at the University of Oxford” should have been omitted. All versions of this article have been corrected. (The following abstract of the original article appeared in record 2016-11945-002.) This research tests the hypothesis that being busy increases motivation and reduces the time it takes to complete tasks for which people miss a deadline. This effect occurs because busy people tend to perceive that they are using their time effectively, which mitigates the sense of failure people have when they miss a task deadline. Studies 1 and 2 show that when people are busy, they are more motivated to complete a task after missing a deadline than those who are not busy, and that the perception that one is using time effectively mediates this effect. Studies 3 and 4 show that this process makes busy people more likely to complete real tasks than people who are not busy. Study 5 uses data from over half a million tasks submitted by thousands of users of a task management software application to show that busy people take less time to complete a task after they miss a deadline for completing it. The findings delineate the conditions under which being busy can mitigate the negative effects of missing a deadline and reduce the time it takes to complete tasks. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
"Team temporal leadership" orients teams toward managing the time-related aspects of their work. We examine how perceived time pressure affects team processes and subsequent performance under weak ...versus strong team temporal leadership. The results of our field study of 111 project teams show that the mediated relationship between perceived time pressure and team performance is non-linear. Moreover, this non-linear mediated relationship is moderated by team temporal leadership such that, under strong team temporal leadership, the indirect effect of perceived time pressure on team performance is mostly positive, while, under conditions of weak team temporal leadership, the indirect effect is positive at low levels of perceived time pressure and negative at intermediate to high levels. Implications for current and future time pressure research are also discussed.
In addition to problems with attention and hyperactivity, children with ADHD present with poor organizational skills required for managing time and materials in academic projects. Organizational ...skills training (OST) has been increasingly used to address these deficits. We conducted a systematic review and meta-analysis of OST in children with ADHD.
The objective of this study was to systematically review the evidence of the effects of OST for children with ADHD for organizational skills, attention, and academic performance.
We searched 3 electronic databases to locate randomized controlled trials published in English in peer-reviewed journals comparing OST with parent education, treatment-as-usual, or waitlist control conditions. Standardized mean difference effect sizes from the studies were statistically combined using a random-effects meta-analyses across six outcomes: teacher- and parent-rated organizational skills, teacher- and parent-rated inattention, teacher-rated academic performance, and Grade Point Average (GPA). Risk of bias was assessed for randomization, allocation concealment, blinding of participants and treatment personnel, blinding of outcome assessors, incomplete outcome data, and selective outcome reporting.
Twelve studies involving 1054 children (576 treatment, 478 control) were included in the meta-analyses. Weighted mean effect sizes for teacher- and parent-rated outcome measures of organizational skills were g=0.54 (95% CI 0.17 to 0.91) and g=0.83 (95% CI 0.32 to 1.34), respectively. Weighted mean effect sizes of teacher- and parent-rated symptoms of inattention were g=0.26 (95% CI 0.01 to 0.52) and g=0.56 (95% CI 0.38 to 0.74), respectively. Weighted standardized mean effect size for teacher-rated academic performance and GPA were g=0.33 (95% CI 0.14 to 0.51) and g=0.29 (95% CI 0.07 to 0.51), respectively.
OST leads to moderate improvements in organizational skills of children with ADHD as rated by teachers and large improvements as rated by parents. More modest improvements were observed on the ratings of symptoms of inattention and academic performance.
PROSPERO (CRD42015019261).
•Organizational skills interventions have positive effects on outcomes related to ADHD.•Moderate improvements in organizational skills of children with ADHD rated by teachers•Large improvements in organizational skills of children with ADHD rated by parents•Modest improvements on the ratings of symptoms of inattention and academic performance•The review notes methodological limitations of the organizational skills training trials
Procrastination among college students is both prevalent and troublesome, harming both academic performance and physical health. Unfortunately, no "gold standard" intervention exists. Research ...suggests that psychological inflexibility may drive procrastination. Accordingly, interventions using acceptance and mindfulness methods to increase psychological flexibility may decrease procrastination. This study compared time management and acceptance-based behavioral interventions. College students' predictions of how much assigned reading they should complete were compared to what they did complete. Procrastination, anxiety, psychological flexibility, and academic values were also measured. Although a trend suggested that time management intervention participants completed more reading, no group differences in procrastination were revealed. The acceptance-based behavioral intervention was most effective for participants who highly valued academics. Clinical implications and future research are discussed.
Among the general population, students are especially sensitive to social media and smartphones because of their pervasiveness. Several studies have shown that there is a negative correlation between ...social media and academic performance since they can lead to behaviors that hurt students' careers, e.g., addictedness. However, these studies either focus on smartphones and social media addictedness or rely on surveys, which only provide approximate estimates. We propose to bridge this gap by i) parametrizing social media usage and academic performance, and ii) combining smartphones and time diaries to keep track of users' activities and their smartphone interaction. We apply our solution on the 72 students participating in the SmartUnitn project, which investigates students' time management and their academic performance. By analyzing the logs of social media apps on students' smartphones and by comparing them to students’ credits and grades, we can provide a quantitative and qualitative estimate of negative and positive correlations. Our results show the negative impact of social media usage, distinguishing different influence patterns of social media on academic activities and also underline the need to control the smartphone usage in academic settings.
•Time diaries and smartphones mutually empower each other.•New metrics to measure the usage of smartphones are proposed.•Accounting for credits extends the notion of academic performance.•Social media usage affects each academic activity differently.•The types of degree factor in the influence of social media, gender does not.
Procrastination is consistently viewed as problematic to academic success and students’ general well-being. There are prevailing questions regarding the underlying and maintaining mechanisms of ...procrastination which are yet to be learnt. The aim of the present study was to combine different ways to explain procrastination and explore how students’ time and effort management skills, psychological flexibility and academic self-efficacy are connected to procrastination as they have been commonly addressed separately in previous studies. The data were collected from 135 students who participated in a voluntary time management and well-being course in autumn 2019. The results showed that students’ ability to organize their time and effort has the strongest association with procrastination out of the variables included in the study. Psychological flexibility also has a strong individual role in explaining procrastination along with time and effort management skills. Surprisingly, academic self-efficacy did not have a direct association with procrastination. Interestingly, our findings further suggest that time and effort management and psychological flexibility are closely related and appear to go hand in hand and, thus, both need to be considered when the aim is to reduce procrastination. The implications of the findings are further discussed.
Teacher performance is something that needs and deserves to be examined in depth. Many factors cause problems related to teacher performance. This article will discuss the influence of time ...management and teacher commitment on teacher performance at junior high schools in Tualang District, Siak Regency. This research uses a quantitative-descriptive approach. This quantitative descriptive research systematically, actually, and accurately describes certain social phenomena, with the aim of describing in detail the existing facts and data. Data collection techniques use observation, documentation, and questionnaires. The subjects of the research were 107 teachers in public middle schools in Tualang District, Siak Regency. The research results show that 1) time management has a significant positive influence on teacher performance, with a significance value of 0.000 or less than an alpha value of 0.05. 2) Teacher commitment has a significant positive influence on teacher performance, with a significance value of 0.000. 3) Time management and teacher commitment jointly influence teacher performance, with a significance value of 0.000 and an R-Square value of 0.569, indicating that the proportion of influence of time management variables and teacher commitment on teacher performance variables is 56.9%.
Purpose
The sleep quality of police officers working in shifts is negatively affected due to long working hours and sleeping less during the day. In our study, we aimed to examine the differences in ...sleep quality and time management skills in police officers working with shift and non-shift system.
Methods
106 police officers, 46 of whom worked in the shift system, 60 of whom worked in the non-shift system, and whose mean age was 27.6 ± 0.9 min 20, max 40 were included in the study. Sleep quality was assessed with the Pittsburgh Sleep Quality IndexPSQI and time management skills with the Time Management QuestionnaireTMQ.
Results
While the TMQ total score was 80.91 ± 12.61 for police officers working in shifts, it was 72.41 ± 12.62 for police officers working non-shift. The PSQI total score was 5 in both groups. There was a difference between the TMQ time planning, TMQ time attitudes sub-dimensions, and TMQ total scores of police officers working in the shift system and those working in the non-shift system
p
< 0.05. While poor sleep quality was observed between both groups, there was no difference in sleep quality
p
> 0.05.
Conclusion
There was no difference in sleep quality between police officers working in shifts and non-shifts. However, the time management skills of police officers working in shifts were better than those of police officers working in non-shifts. We believe that training programs to improve sleep health and time management skills in police officers are needed for both the sleep quality and well-being of police officers and public safety.