Abstract
Social jet-lag (SJL) impairs academic performance, specifically for late chronotypes faced with early start times. Most modern tertiary educational systems have fewer time-tabled contact hours and consequently fewer early starts, which may limit SJL. We performed a pilot study of SJL in a convenience sample of students from Maastricht University, where problem-based learning (PBL) is implemented throughout the curricula. PBL is a modern curriculum, with only few contact hours and student-driven learning, comprising substantial amounts of self-study. Fifty-two students kept a detailed sleep diary for one week, and completed the Pittsburgh Sleep Quality Index (PSQI) and the Epworth Sleepiness Scale (ESS). Participants were divided into early and late sleepers based on a ranking of their reported sleeping times, combined with a single question on their self-reported chronotype. Late sleepers (for brevity: “Owls”; n = 22) had later midpoint-sleep (5:14 ± 0:11 on weekdays; 5:50 ± 0:07 on weekend days) than early sleepers (for brevity: “Larks”; n = 11, 3:21 ± 0:05 on weekdays; 3:41 ± 0:06 on weekend days, F = 10.8, p = 0.003). The difference between the midpoint of sleep on weekdays and weekend days was comparable for Larks and Owls (F = 1.5; p = 0.22). SJL (0:53 ± 0:06, T = 1.4; p = 0.16), total sleep duration (7:58 ± 0:08; p = 0.07), and PSQI score (4.7 ± 0.3, U = 137; p = 0.56) were comparable for Larks and Owls. Average ESS score was higher in Larks (10.7 ± 0.96) than in Owls (7.0 ± 0.72; U = 52; p = 0.007). Within this pilot study of students engaged in a problem-based learning curriculum, Owls have no selective disadvantage compared to Larks concerning sleep.
Highlights
We all experience differences in the preferred timing of daily activities and sleep
Main analyses for effects of sleep timing were performed on 11 early sleepers who self-identified as morning-types and 22
Main analyses were performed on Larks (n = 11) vs. Owls (n = 22); early sleepers who self-identified as morning-types and late sleepers who self-identified as evening-types
Summary
We all experience differences in the preferred timing of daily activities and sleep. This “chronotype” is scientifically reflected by the midpoint of sleep on free days [1] and by several morningness-eveningness scales [2]. Social jet-lag (SJL) is the phenomenon of differences in sleep timing on work and free days, often resulting in sleep deprivation on workdays [1]. Meta-analyses show that eveningness negatively impacts academic performance, and that the early schedules commonly imposed on students put late chronotypes at a disadvantage [11]. A larger analysis of student logins to their learning management system shows that SJL is present in the majority of the sample, and negatively impacts academic performance [12]. Another study highlighted that while eveningness predicts lower academic performance, SJL is not necessarily involved [14]
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