• Kingman P Strohl, Sigrid Veasey, Susan Harding, James Skatrud, Herbert A Berger, Klara K Papp, Donnie Dunagan, and Christian Guilleminault.
• Case Western Reserve University, USA. KPSTROHL@aol.com
• Sleep. 2003 May 1; 26 (3): 333-6.

Study ObjectivesSleep and circadian rhythms are biologic processes operative in health and disease, but as yet there is no articulated curriculum for undergraduate medical education.DesignA multidisciplinary expert-opinion approach was utilized to assess and define education objectives and the potential for implementation.SettingN/A.Patients Or ParticipantsNational Institutes of Health Sleep Academic Awardees.InterventionsN/A.ResultsFour 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.ConclusionThe 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.

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