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Medical student education in sleep and its disorders is still meagre 20 years on: A cross‐sectional survey of UK undergraduate medical education

Romiszewski, Stephanie ; May, Felix Edward Kelly ; Homan, Elizabeth Jane ; Norris, Ben ; Miller, Michelle A. ; Zeman, Adam

Journal of sleep research, 2020-12, Vol.29 (6), p.e12980-n/a [Periódico revisado por pares]

England

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  • Título:
    Medical student education in sleep and its disorders is still meagre 20 years on: A cross‐sectional survey of UK undergraduate medical education
  • Autor: Romiszewski, Stephanie ; May, Felix Edward Kelly ; Homan, Elizabeth Jane ; Norris, Ben ; Miller, Michelle A. ; Zeman, Adam
  • Assuntos: Cross-Sectional Studies ; Curriculum - standards ; Education, Medical, Undergraduate - standards ; Female ; Humans ; Male ; medical students ; sleep medicine ; Sleep Wake Disorders - diagnosis ; Students, Medical ; syllabus ; Time Factors ; undergraduate education ; United Kingdom
  • É parte de: Journal of sleep research, 2020-12, Vol.29 (6), p.e12980-n/a
  • Notas: Funding information
    Funded by the Royal Devon & Exeter's NHS Trust Research Grants Scheme, which did not have oversight or other impact on the design, data collection, writing or submission. The researchers were fully independent of the funding body and in no way beholden to them.
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  • Descrição: Sleep is a pillar of health, alongside adequate nutrition and exercise. Problems with sleep are common and often treatable. Twenty years ago, UK medical school education on sleep disorders had a median teaching time of 15 min; we investigate whether education on sleep disorders has improved. This is a cross‐sectional survey, including time spent on teaching sleep medicine, subtopics covered and forms of assessment. Thirty‐four medical degree courses in the UK were investigated via a questionnaire. We excluded responses not concerned with general undergraduate education (i.e. optional modules). Twenty‐five (74%) medical schools responded. Time spent teaching undergraduates sleep medicine was: median, 1.5 hr; mode, <1 hr; mean, 3.2 hr (SD = 2.6). Only two schools had a syllabus or core module (8%) and five (22%) were involved in sleep disorders research. Despite the above, half of the respondents thought provision was sufficient. Free‐text comments had recurring themes: sleep medicine is subsumed into other specialties, obstructive sleep apnea dominates teaching, knowledge of sleep disorders is optional, and there is inertia regarding change. A substantial minority of respondents were enthusiastic about improving provision. In conclusion, little has changed over 20 years: sleep medicine is neglected despite agreement on its importance for general health. Sleep research is the exception rather than the rule. Obstacles to change include views that “sleep is not a core topic” or “the curriculum is too crowded”. However, there is enthusiasm for improvement. We recommend establishment of a sleep medicine curriculum. Without better teaching, doctors will remain ill‐equipped to recognize and treat these common conditions.
  • Editor: England
  • Idioma: Inglês
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  • Realização: ABCD-USP USP   Logos de Redes Sociais: Freepik

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