Abstract
Chronobiology is not routinely taught to biology or medical students in most European countries. Here we present the results of the chronobiology practicals of a group of students of the University of Padova, with a view to highlight some interesting features of this group, and to share a potentially interesting cross-faculty teaching experience. Thirty-eight students (17 males; 22.9 ± 1.6 yrs) completed a set of self-administered electronic sleep quality [Pittsburgh Sleep Quality Index (PSQI)], chronotype and sleepiness [Epworth Sleepiness Scale (ESS)] questionnaires. They then went on to complete sleep diaries for two weeks. Sixteen also wore an actigraph, 8 wore wireless sensors for skin temperature, and 8 underwent a course of chronotherapy aimed at anticipating their sleep-wake timing. Analyses were performed as practicals, together with the students. Average PSQI score was 5.4 ± 1.9, with 15 (39%) students being poor sleepers. Average ESS score was 6.5 ± 3.3, with 3 (8%) students exhibiting excessive daytime sleepiness. Seven classified themselves as definitely/moderately morning, 25 as intermediates, 6 as moderately/definitely evening. Students went to bed/fell asleep significantly later on weekends, it took them less to fall asleep and they woke up/got up significantly later. Diary-reported sleep onset time coincided with the expected decrease in proximal skin temperature. Finally, during chronotherapy they took significantly less time to fall asleep. In conclusion, significant abnormalities in the sleep-wake patterns of a small group of university students were observed, and the students seemed to benefit from chronotherapy. We had a positive impression of our teaching experience, and the chronobiology courses obtained excellent student feedback.
Highlights
IntroductionIn spite of its increasing relevance to both basic science and medicine [1], chronobiology is not routinely taught to biology or medical students in most European countries, except for anecdotal experiences [2]
In spite of its increasing relevance to both basic science and medicine [1], chronobiology is not routinely taught to biology or medical students in most European countries, except for anecdotal experiences [2]. These include autorhythmometry, which seems to be a useful method for students to both understand chronobiological concepts [2] and to develop healthy sleep habits [3]
Average Pittsburgh Sleep Quality Index (PSQI) score was 5.4 ± 1.9, with 15 (39%) students being qualified as poor sleepers
Summary
In spite of its increasing relevance to both basic science and medicine [1], chronobiology is not routinely taught to biology or medical students in most European countries, except for anecdotal experiences [2] These include autorhythmometry (i.e. students play the role of participants and experimenters), which seems to be a useful method for students to both understand chronobiological concepts [2] and to develop healthy sleep habits [3]. Rol de Lama and co-workers [3] collected two weeks of sleep-wake diaries, sleep quality, and the acrophase of different physiological and laboratory parameters from medical students After analysing their own data, students reported more awareness about the influence of the acrophase. Azevedo and colleagues [2] developed a high school sleep educational program which led to increased knowledge and to changes in sleep habits, with the students exhibiting a reduction in naps duration and in the discrepancy between bedtimes in the week and at the weekend
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