RESUMEN
INTRODUCTION: We examined the perceived impact (direct and indirect) of screen time on pharmacy students' academics and how pharmacy students attempt to overcome perceived negative impacts. METHODS: Focus group interviews with first-year and third-year pharmacy students at a single school of pharmacy were conducted, digitally audio-recorded, transcribed, and analyzed. Screen time was defined as time on any device with internet access, and academic impact was referred to as studying and academic performance. Three major questions were asked: (1) At this time in your life, what do you use screen time for?, (2) How does screen time affect you academically, directly or indirectly?, and (3) What suggestions do you have for trying to overcome the negative impacts of screen time? RESULTS: Participants reported using screen time for educational purposes, communication, entertainment, and creative outlets. Two identified themes were the ease of access to screens and the need for self-control to limit access. Positive (and more direct) academic impacts included having useful online resources and electronically organizing educational materials. Primarily negative impacts were distraction, which included the habitual nature of screen time and time management struggles, and poor sleep hygiene. Students reported addressing self-control needs by being more self-aware, attempting to set boundaries, using screen time as a reward, and limiting one's academic need for using internet-enabled devices by doing things "by hand". CONCLUSIONS: Helping students to maximize positive and minimize negative impacts of screen time may provide opportunities for collaboration among student leaders, instructors, and student affairs administrators.
