Covey priority matrix2/19/2023 ![]() ![]() Facilitators were either resident or attending physicians in pediatrics or internal medicine. During the workshop, there were one to two facilitators present to lead the exercises and encourage student discussions. Additionally, as a prerequisite to the live workshop session, students were required to complete preworkshop activities, as listed under the Preworkshop Self-Directed Learning section below. To participate in this workshop, students were required to be enrolled in, but not yet have completed, a pediatrics or internal medicine subinternship rotation. The workshop was held prior to the start of the students' subinternship rotation, with four to 10 students present at each iteration. There were five total iterations of the workshop completed throughout the year. We designed the curriculum for fourth-year medical students rotating on an inpatient unit for a pediatric or internal medicine subinternship. 9 All three strategies require active learning and participation on behalf of the participant to acquire the skills of time management and then apply their knowledge to real cases. Lastly, participants delve into role-playing to actively experiment with the material in accordance with Kolb's theories. Within the live workshop, students participate in group discussions to share their thoughts. Students are initially given active prework didactics to introduce the concept of the TMMT and time management strategies. We utilize a combination of didactic teaching, group discussion, and role-play. The goal of this workshop is to enhance time management and task prioritization skills prior to residency and provide strategies that can be implemented in clinical practice. Each quadrant provides a list of daily tasks a physician may have and an example of how those tasks may be ranked in order of importance and urgency. ![]() The four quadrants allow for categorization of tasks based on importance and urgency. 8, 9Ĭovey's Time Management Matrix Technique. Based on the TMMT and incorporating David Kolb's experiential learning cycle framework, we created a time management workshop specifically aimed at pediatric and internal medicine subinternship students. 7 Figure 1 shows an example of a TMMT model with tasks that a physician may encounter daily and how they can prioritize these tasks based on importance and urgency for completion. By visualizing the matrix, a physician can assess how much time is spent completing activities in each category and organize their priorities accordingly. 1, 5, 6 This technique uses a four-quadrant table to categorize tasks based on importance and urgency. Covey's Time Management Matrix Technique (TMMT) is one strategy that can be used when developing and improving upon time management skills. ![]() Thus, we identified a need for developing a curriculum that would be interactive and effective in enhancing these skills within medical students. There is also a lack of evidence regarding the best mechanism for teaching these skills, whether didactic presentations, self-directed learning, or group discussion. 4 Even though workshops have described the importance of additional training early in an individual's career, there has been little focus on enhancing the skills of time management in medical school to prepare students for residency. These workshops included a significant didactic component and were aimed at participants who were physicians early on in their careers, such as residents, fellows, and junior faculty. There are descriptions of previous workshops that were developed to teach time management skills. Maximizing time outside of work is directly related to individual efficiency and prioritization of tasks. 3 In recent years, there has been an increased emphasis on the importance of work-life balance among medical professionals. 2 Physicians have also reported increasing burnout rates in every specialty attributable to “spending too many hours at work” and “too many bureaucratic tasks,” which are both related to time management. A survey conducted by Susan Miles and colleagues in 2017 revealed that task prioritization and time management were both considered problematic areas for new doctors. Unfortunately, there is limited structured teaching on time management skills during medical education. After graduating from medical school, a first-year postgraduate resident is faced with many challenges, including balancing the numerous demands of their new profession. 1 Implementing these skills early in a person's career is also important to prevent burnout. As a physician, it is essential to learn how to improve efficiency and develop appropriate time management skills to promote future career success. ![]()
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