Competency-based goals for sleep and chronobiology in undergraduate medical education.
OBJECTIVE
Sleep and circadian rhythms are biologic processes operative in health and disease, but as yet there is no articulated curriculum for undergraduate medical education.


METHODS
A multidisciplinary expert-opinion approach was utilized to assess and define education objectives and the potential for implementation.


METHODS
N/A.


METHODS
National Institutes of Health Sleep Academic Awardees.


METHODS
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.


CONCLUSIONS
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.
Strohl
Kingman P
KP
Case Western Reserve University, USA. KPSTROHL@aol.com
Veasey
Sigrid
S
Harding
Susan
S
Skatrud
James
J
Berger
Herbert A
HA
Papp
Klara K
KK
Dunagan
Donnie
D
Guilleminault
Christian
C
D002909:Chronobiology Phenomena / Q000502:physiology*; D003479:Curriculum; D004504:Education, Medical, Undergraduate; D004521:Educational Measurement; D006801:Humans; D007400:Interprofessional Relations; D008004:Licensure / Q000331:legislation & jurisprudence; D011361:Professional Competence; D012890:Sleep / Q000502:physiology*; D012893:Sleep Wake Disorders / Q000209:etiology / Q000503:physiopathology; D014481:United States