Thompson Angela, Blackmer Allison, Jeffres Meghan, Glode Ashley, Mahyari Nila, Thompson Megan
University of Colorado, Skaggs School of Pharmacy and Pharmaceutical Sciences, Department of Clinical Pharmacy, 12850 E. Montview Blvd, Mail Stop C238, Aurora, CO 80045, United States.
Merz Neurosciences North America, United States.
Curr Pharm Teach Learn. 2018 Feb;10(2):128-132. doi: 10.1016/j.cptl.2017.10.018. Epub 2017 Nov 11.
The six authors of this commentary series, who have recently transitioned into or within an academic career, discuss challenging aspects of an academic career change. The authors represent faculty members teaching within a large, state-funded, research-intensive School of Pharmacy located within a large academic health center. The authors have various backgrounds and represent individuals making transitions at various points in their careers (from residency into academia, from a non-academic environment into academia, and from one academic environment to another).
This is Part 2 of a three-part commentary series that focuses on understanding and balancing the distribution of effort. Parts 1 and 3 of this commentary series explore feedback, evaluation and advancement; and learning when and how to say yes, respectively. While the entire series is intended to be read in continuity, faculty, or those interested in pursuing a career in pharmacy academia, can refer to Part 2 as a reference to aid in understanding and balancing the different components and the distribution of effort associated with a position in academic pharmacy, specifically.
Schools of Pharmacy may utilize this as a tool for new faculty members during orientation in order to help ensure faculty success.
本评论系列的六位作者最近刚刚转入学术生涯或正处于学术生涯之中，他们讨论了学术生涯转变中具有挑战性的方面。这些作者均为一所位于大型学术健康中心的、由州政府资助的、研究密集型药学院的教员。作者们背景各异，代表了在职业生涯不同阶段进行转变的个体（从住院医师转变为学术界人士、从非学术环境转变为学术界人士、以及从一个学术环境转变到另一个学术环境）。
这是一个分为三部分的评论系列的第2部分，重点是理解和平衡精力分配。本评论系列的第1部分和第3部分分别探讨反馈、评估与职业发展；以及学会何时以及如何说“是”。虽然整个系列旨在连贯阅读，但教员或那些有志于从事药学院学术职业的人可以参考第2部分，作为帮助理解和平衡与学术药学职位相关的不同组成部分及精力分配的参考资料。
药学院可以在新教员入职培训期间将此作为一种工具，以帮助确保教员取得成功。
