Abstract：
OBJECTIVE: To explore final-year medical students\' perceptions of sleep education during medical school to inform the development of a sleep curriculum.
METHODS: Year 6 medical students on their final general practice placement in 2020 were invited to complete an online survey including questions regarding sleep education recalled during the medical programme.
RESULTS: Responses were received from 51/71 (72 %) students. Main learning topics recalled by participants were sleep apnoea (83 %), sleep physiology (71 %), and snoring (69 %). Education in other topics was reported by <65 % of students. Priority topics for students were treating common sleep disorders, taking a sleep history, and navigating shift work.
CONCLUSIONS: Whilst the majority of students recalled education on specific topics, many had little awareness of education relating to sleep assessment, insomnia, or shift work. Sleep education in the curriculum needs more emphasis and reinforcement given sleep\'s relevance across many domains of health and morbidity. We propose that an identifiable sleep curriculum is required to ensure medical students have the necessary core education regarding sleep and sleep disorders both for patients and themselves. Further, we believe this is possible to achieve in a short timeframe within the constraints of an existing curriculum and propose some creative solutions.
METHODS: Year 6 medical students on their final general practice placement in 2020 were invited to complete an online survey including questions regarding sleep education recalled during the medical programme.
RESULTS: Responses were received from 51/71 (72 %) students. Main learning topics recalled by participants were sleep apnoea (83 %), sleep physiology (71 %), and snoring (69 %). Education in other topics was reported by <65 % of students. Priority topics for students were treating common sleep disorders, taking a sleep history, and navigating shift work.
CONCLUSIONS: Whilst the majority of students recalled education on specific topics, many had little awareness of education relating to sleep assessment, insomnia, or shift work. Sleep education in the curriculum needs more emphasis and reinforcement given sleep\'s relevance across many domains of health and morbidity. We propose that an identifiable sleep curriculum is required to ensure medical students have the necessary core education regarding sleep and sleep disorders both for patients and themselves. Further, we believe this is possible to achieve in a short timeframe within the constraints of an existing curriculum and propose some creative solutions.
摘要：
目的：探索医学院最后一年医学生对睡眠教育的看法，以指导睡眠课程的发展。
方法：邀请6年级医学生在2020年进行最后的全科医学实习，以完成一项在线调查，其中包括在医疗计划期间召回的有关睡眠教育的问题。
结果：收到来自51/71（72％）学生的答复。参与者回忆的主要学习主题是睡眠呼吸暂停(83%)，睡眠生理学（71%），打鼾（69%）。<65％的学生报告了其他主题的教育。学生的优先主题是治疗常见的睡眠障碍，记录睡眠史，和导航轮班工作。
结论：虽然大多数学生回顾了有关特定主题的教育，许多人对睡眠评估的教育知之甚少，失眠,或轮班工作。鉴于睡眠在健康和发病率的许多领域的相关性，课程中的睡眠教育需要更多的强调和加强。我们建议需要一个可识别的睡眠课程，以确保医学生对患者和他们自己的睡眠和睡眠障碍有必要的核心教育。Further,我们认为，在现有课程的限制下，这可以在短时间内实现，并提出一些创造性的解决方案。
方法：邀请6年级医学生在2020年进行最后的全科医学实习，以完成一项在线调查，其中包括在医疗计划期间召回的有关睡眠教育的问题。
结果：收到来自51/71（72％）学生的答复。参与者回忆的主要学习主题是睡眠呼吸暂停(83%)，睡眠生理学（71%），打鼾（69%）。<65％的学生报告了其他主题的教育。学生的优先主题是治疗常见的睡眠障碍，记录睡眠史，和导航轮班工作。
结论：虽然大多数学生回顾了有关特定主题的教育，许多人对睡眠评估的教育知之甚少，失眠,或轮班工作。鉴于睡眠在健康和发病率的许多领域的相关性，课程中的睡眠教育需要更多的强调和加强。我们建议需要一个可识别的睡眠课程，以确保医学生对患者和他们自己的睡眠和睡眠障碍有必要的核心教育。Further,我们认为，在现有课程的限制下，这可以在短时间内实现，并提出一些创造性的解决方案。
