P067 How much sleep medicine is taught to Australian and New Zealand medical students?

Abstract Background Sleep disorders are prevalent with wide-ranging consequences but often underdiagnosed. Previous research indicates low coverage of sleep topics in medical curricula and knowledge gaps in primary care physicians around the world. Methods The medical dean and one staff member from the 22 medical programs in Australia and New Zealand were surveyed about sleep content within the curriculum and barriers and facilitators to providing sleep education. Results Eleven programs responded (48% responding; 5 undergraduate-, 4 postgraduate-entry, 2 both) and reported a median of 4h of sleep education (IQR 1.0 – 5.9h). Most frequently covered topics were normal sleep (91% of respondents), sleep apnoea (91%), insomnia (55%), circadian disorders (51%), sleep and circadian rhythms as related to student wellbeing (45%), movement disorders (36%), hypersomnias (36%), and parasomnias (27%). More than half gave students the opportunity to meet a sleep specialist (55%), but fewer provided opportunities to attend a sleep clinic (36%), observe a sleep investigation (27%), or visit a sleep laboratory (18%). Most respondents (73%) believed sleep content could be increased; these institutions actually provided more sleep education than their counterparts (median 7.4h vs. 3.3h). Respondents suggested professional bodies can help by advising on educational frameworks, developing standard learning outcomes, and creating reference and teaching materials but noted the main barrier of limited space in the curriculum. Conclusions There is scope to improve sleep education in Australian and New Zealand medical programs, however, consensus on core topics and content integration with other disciplines are key, given limited curriculum space and time.