STUDY OBJECTIVES: Sleep and circadian rhythms are biologic processes operative in health and disease, but as yet there is no articulated curriculum for undergraduate medical education. DESIGN: A multidisciplinary expert-opinion approach was utilized to assess and define education objectives and the potential for implementation. SETTING: N/A. PATIENTS OR PARTICIPANTS: National Institutes of Health Sleep Academic Awardees. INTERVENTIONS: N/A. RESULTS: Four competencies with examples of instruction objectives were identified relating to sleep processes and sleep need, the impact of sleep and sleep disorders on human illness, the sleep history, and the application of sleep physiology and pathophysiology to patent care. Various strategies and tools are currently available for implementation and assessment of learning objectives for these knowledge and skills. CONCLUSION: The core competencies can be designed to improve physician knowledge and skills in recognizing and intervening in sleep problems and disorders. Learning objectives can be immediately incorporated into most medical school curricula. At the same time, these competencies serve as an important bridge across multiple medical content areas and disciplines and between undergraduate and postgraduate training.
STUDY OBJECTIVES: Sleep and circadian rhythms are biologic processes operative in health and disease, but as yet there is no articulated curriculum for undergraduate medical education. DESIGN: A multidisciplinary expert-opinion approach was utilized to assess and define education objectives and the potential for implementation. SETTING: N/A. PATIENTS OR PARTICIPANTS: National Institutes of Health Sleep Academic Awardees. INTERVENTIONS: N/A. RESULTS: Four competencies with examples of instruction objectives were identified relating to sleep processes and sleep need, the impact of sleep and sleep disorders on human illness, the sleep history, and the application of sleep physiology and pathophysiology to patent care. Various strategies and tools are currently available for implementation and assessment of learning objectives for these knowledge and skills. CONCLUSION: The core competencies can be designed to improve physician knowledge and skills in recognizing and intervening in sleep problems and disorders. Learning objectives can be immediately incorporated into most medical school curricula. At the same time, these competencies serve as an important bridge across multiple medical content areas and disciplines and between undergraduate and postgraduate training.
Authors: Hari Bandla; Rose A Franco; Deborah Simpson; Kimberly Brennan; Jennifer McKanry; Dawn Bragg Journal: J Clin Sleep Med Date: 2012-08-15 Impact factor: 4.062
Authors: Ilene M Rosen; James A Rowley; Raman K Malhotra; David A Kristo; Kelly A Carden; Douglas B Kirsch Journal: J Clin Sleep Med Date: 2020-11-15 Impact factor: 4.062
Authors: Jodi A Mindell; Alex Bartle; Youngmin Ahn; Mahesh Babu Ramamurthy; Huynh Thi Duy Huong; Jun Kohyama; Albert M Li; Nichara Ruangdaraganon; Rini Sekartini; Arthur Teng; Daniel Y T Goh Journal: BMC Res Notes Date: 2013-04-03
Authors: Stephanie R Wappel; Steven M Scharf; Larry Cohen; Jacob F Collen; Brian D Robertson; Emerson M Wickwire; Montserrat Diaz-Abad Journal: J Clin Sleep Med Date: 2021-12-01 Impact factor: 4.062