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The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
Objective 1: Obtain evidence-based education to advance the science and clinical practice of sleep medicine
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
The instructor was presented the subject matter clearly
Objective 2: Access cutting-edge sleep and circadian research
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
Objective 3: Promote the translation of basic science into clinical practice
By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.
By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.
By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.
The teaching methods used were appropriate to the objectives
The instructor used technology effectively
Understand the latest advances in basic sciences knowledge on the neurobiology of sleep, arousal and upper airway muscle control during sleep.
Gain insight into how common hypnotics effect sleep, upper airway physiology and breathing in people with OSA and how these effects may be beneficial for some patients and worsen outcomes in others
Gain knowledge of existing evidence-based and emerging therapies to increase upper airway muscle activity to treat OSA.
Identify future research opportunities for this line of investigation.
The instructor used technology effectively
Discuss key concepts of recent basic and clinical sleep research and how these concepts apply to current practice
Apply up-to-date information and evidence-based knowledge to the clinical management of patients with a variety of sleep disorders
Improve clinical care and outcomes as a result of application of this knowledge in the clinical setting
The instructor used technology effectively
Describe current and future trends that will affect the practice of sleep medicine and review new models of care that may help practitioners adapt to these changes
Discuss AASM recommendations for best approaches for diagnosing and managing sleep disordered breathing in transportation workers
Describe treatment options for parasomnias and other sleep disorders in neurodegenerative disease and mood disorders
Discuss evaluation and treatment strategies for sleep disorders resulting from the current opioid crisis
The instructor used technology effectively
Have a framework upon which to base their subsequent independent and focused board review
Identify gaps in knowledge based off individual performance on the mock board question/answer session
The instructor used technology effectively
Outline evidence-based behavioral intervention strategies to address insomnia and circadian rhythm disorders in children and adolescents.
Review indications for the use of actigraphy in assessing sleep/wake patterns and guidelines for actigraphy data interpretation in developing interventions in pediatric populations.
Provide an update on pharmacologic interventions for pediatric insomnia and circadian rhythm disorders.
The instructor used technology effectively
Discuss different health disparities that clinicians may encounter in the care of patients with sleep disorders.
Learn benefits and challenges in using sleep aids for insomnia in specific populations such as the elderly with dementia
Discuss the role of diagnosing and treating sleep-disordered breathing in the setting of other significant medical co-morbidities
Become familiar new diagnostic findings on polysomnography to properly identify different parasomnias and other abnormal movements during sleep
The instructor used technology effectively
Discuss which aspects of CBT-I are critical to standardize in order to maximize the probability clients will benefit, and which can be altered in a case formulation approach
Appreciate the role of adherence in CBT-I and how to measure it
Understand the strengths and challenges of digital CBT-I and consider whether to incorporate it into their own practice
Consider evidence based modifications to CBT-I for special populations
The instructor used technology effectively
Encourage thinking of sleep as a complex networks state in multiple dimensions, including cross-system, spatial and time.
Learn the basic concepts of machine learning of sleep signals and application to sleep staging and brain aging.
Understand how deep information can be extracted from continuous EEG signals.
Recognize the value of sleep as a biomarker state for Alzheimer pathology, and in turn, how sleep pathology may amplify such pathology.
The instructor used technology effectively
Describe best practices in the evaluation and treatment of hypersomnias, RBD, insomnia and circadian rhythm disorders
Identify best practices and areas of controversy in the treatment of the spectrum of sleep-disordered breathing in both adults and children
Understand the relationship between sleep disorders and cerebrovascular disease
The instructor used technology effectively
Discuss diagnostic and treatment options for refractory obstructive sleep apnea beyond tonsillectomy including diagnostic value of drug induced sleep endoscopy and need for modified surgical approaches for hypoglossal nerve stimulation in older children and adolescents.
Appreciate peculiar presentations of narcolepsy type 1 in children (such as complex hyperkinetic movements, hypotonia, abrupt weight gain, and mood changes) and current treatment strategies (including the role of sodium oxybate in pediatrics).
Develop knowledge in the evaluation and management of sleep disorders in children with traumatic brain injury, sickle cell anemia, and autoimmune encephalitis.
Review pediatric sleep pharmacology and develop knowledge regarding age-dependent pharmacokinetic, pharmacodynamic and adverse effects when using these medications in pediatric patients.
The instructor used technology effectively
Describe the key elements of BBTI
Summarize the current evidence supporting the efficacy of BBTI
Implement BBTI in their clinical practice or research studies
Adapt BBTI to the specific needs of diverse patients and populations
The instructor used technology effectively
Understand the bottom-up and top-down regulation of sleep by the brain.
Recognize that brain regions regulate specific sleep states
Describe latest methods and technologies to further probe for mechanisms of action
The instructor used technology effectively
Understand available sleep datasets and how to access them
Develop a strategy for incorporating data collection into clinical practice
Work with time-based variables
The instructor used technology effectively
List the main milestones in the history of quality
List the main quality metrics important for the main sleep conditions
List at least two possible connections between QI processes and physician wellbeing
The instructor used technology effectively
Distinguish the presenting clinical features and video-EEG polysomnographic characteristics of nocturnal events, including nocturnal epilepsies, parasomnias, and other nocturnal paroxysmal events;
Understand the pathophysiology of sleep-related seizures and epilepsies, the influence of circadian factors that impact seizures, and treatment options for sleep-related epileptic syndromes, including the expanding armementarium of antiepileptic drugs
Promptly recognize and treat co-morbid obstructive sleep apnea and other primary sleep disorders in people with epilepsy, which may lead to improvements in seizure burden, quality of life, and daily functioning.
The instructor used technology effectively
Appropriately and safely use opioid treatment for more severe RLS
Appropriately and safely choose and use oral and IV iron as a standard treatment for RLS
Make early identification and provide effective management of RLS augmentation
The instructor used technology effectively
Describe the available methods for measuring excessive sleep duration in the laboratory and field, as well as the strengths and limitations of these approaches.
Appreciate the potential applicability of genetic testing and measurement of cerebrospinal fluid hypocretin in the evaluation disorders of hypersomnolence, as well as current barriers to their use.
Understand the test characteristics of the multiple sleep latency test and maintenance of wakefulness test, and their impact on clinical practice and diagnostic nosology.
The instructor used technology effectively
Identify opportunities to utilize large data resources and advanced statistical methods (machine learning) to develop and validate automated sleep scoring and phenotyping tools and for generating sleep risk profiles for disease stratification and personalized treatment
Identify existing and planned investments by the NIH and foundations to create and access cloud-based data and analytical resources and understand opportunities for these to enhance sleep medicine
Identify efforts of large medical centers to create sleep data repositories and biobanks to enhance clinical care and research while protecting privacy and enhancing data integrity
Identify opportunities to work with industry and NIH to improve data standards, including sleep vocabularies and physiological signal capture and archival.
The instructor used technology effectively
Apply knowledge learned towards developing or improving course(s) in sleep science, psychology of sleep, and/or related course(s) at his/her institution.
Identify challenges of teaching undergraduate sleep courses and learn techniques to overcome these challenges.
Develop ideas on what is important for undergraduate students to learn and know about sleep in an undergraduate course, as well as develop strategies to determine level of course material
The instructor used technology effectively
Review epidemiologic trends supporting the presence of sleep disparities across groups and how these impact health disparities.
Examine biological, psychosocial, environmental, behavioral/lifestyle and system level determinants and potential pathways that engender and sustain sleep disparities.
Describe process and metrics of conducting health disparities and equity research and how to achieve sleep health equity.
The instructor used technology effectively
Describe changes in sleep and the gut microbiota during early development in humans
Understand mechanisms by which alterations in the gut microbiota during sleep and circadian disruption contribute to physiological and behavioral dysregulation of the host, including species-specific and ubiquitous changes across species in gut microbiota
Become familiar with the impact of microbiota-based countermeasures on resilience to sleep and circadian disruption
The instructor used technology effectively
Appreciate the complexity of maintaining operational performance in the shiftwork environment.
Understand the effects of sleep loss, sleep disorders, circadian misalignment, and on-call scheduling on workers’ performance, health, and safety.
Apply these research findings to further improve fatigue risk management in 24/7 operations.
The instructor used technology effectively
Understand the use of genetic approaches to study sleep
Appreciate the conservation of mechanisms underlying sleep, from invertebrates to humans
Learn new discoveries regarding the molecular basis of sleep regulation and sleep function
The instructor used technology effectively
Define the concepts of quality of life and adherence
Describe the impact of CPAP treatment on quality of life
State the nature of adherence to CPAP, factors influencing use and mechanisms of residual sleepiness
The instructor used technology effectively
Describe systems genetics approaches to identify genes that impact sleep and waking behaviors in Drosophila
List current challenges associated with the verification of DNA sequence variants implicated in sleep and strategies for overcoming them
Summarize the evidence that sleep duration can be modified by natural selection in flies
The instructor used technology effectively
Recognize the relationships of sleep disturbances and sleep disorders with psychiatric illnesses
Discuss how identification and treatment of sleep disorders in psychiatric patients impacts overall health outcomes
Describe the principles of patient-centered care as it relates to treatment of sleep disorders and why it is particularly important in the psychiatric population
The instructor used technology effectively
Understand the history of fatigue research
Understand the role of emerging technologies in mitigating the risks
Understand how a changing technology environment will influence fatigue management
The instructor used technology effectively
Understand the role of sleep surgery within the context of treatment modality for obstructive sleep apnea
Update to contemporary techniques and advances that allow surgery to be performed more precisely
Update to precision in identifying anatomic phenotypes most amenable to procedure recommended
The instructor used technology effectively
Recognize that extreme morning chronotypes are often familial and not exceedingly rare
Understand that significantn advances have been made in understanding the genetics of human circadian phenotypes
Have insights into why such understanding holds hope for developing better sleep drugs
The instructor used technology effectively
Identify the types of sleep problems common in individuals on the autism spectrum, along with causes and contributors
Describe the impact of these sleep problems on the individual and family
Provide an overview of established and emerging treatments
The instructor used technology effectively
Describe sleep and circadian rhythms as a funciton of race/ethnicity
Differentiate race/ethnicity differences in sleep and circadian rhythms from disparties
Identify important gaps in our understanding and mitigation of sleep disparities
The instructor used technology effectively
Appreciate the high rates of inhalational lung-injuries, deployment-related lung disease and smoking among veterans, and understand the prevalence of chronic lung disease in this population
Understand the impact that underlying lung disease has on sleep quality and the development of sleep disorders
Recognize the overlap between pulmonary and sleep disorders among U.S. Veterans and explore therapies to optimize outcomes
The instructor used technology effectively
Know the differences between BBT-I and CBT-I, viz practice
Know they differ viz. outcomes (SL and WASO but also TST)
Be aware of how adherence and extending good outcomes to more patients is of relevance
The instructor used technology effectively
Identify the differences between sleep differences and disparities
Differentiate differences in sleep and circadian rhythms from disparties
The instructor used technology effectively
Understand when home sleep apnea testing may be useful beyond the recommended guidelines
Discuss alternative uses for home sleep apnea testing beyond the recommendations from the AASM
The instructor used technology effectively
Understand the range of possible ways to interface with industry
Grasp the potential conflicts of interest that may evolve with industry interactions
Understand how to evolve a creative idea and when to bring it to a potential industry partner
The instructor used technology effectively
Appreciate the complexity of the complaint of fatigue
Understand the relationship between cellular stress and fatigue
Learn about pre-clinical work illucidating mechanisms of fatigue
The instructor used technology effectively
Recognize the importance of practicing sleep medicine in hospitals
Discuss the use of noninvasive ventilation modalities for patients with hypoventilation and hypercapnic respiratory failure
PAP titration for complex patients in hospital
The instructor used technology effectively
Understand the concept of fractal and certain analytic toosl of fractal analysis
Discuss the existence of fractals in many biological systems and current understanding of potential underlying mechanisms generating fractals
Discuss certain health consequences of altered fractals in physiology, and the application of fractal in basic and clinical research of sleep and circadian rhythms, especially in certain age-related diseases
The instructor used technology effectively
Describe the mechanisms of SDB in patients with SCI
Identify barriers to the diagnosis and treatment of SDB in this population
Outline a patient-centered diagnostic and treatment approach
The instructor used technology effectively
Understand the new fundamental discoveries in basic circadian science
Translate knowledge of central and peripheral clock alignment or misalignment to management of circadian rhythm sleep-wake disorders
Discuss evidence for circadian disruption as an early risk for metabolic and brain aging
The instructor used technology effectively
Review questions that the task force considered for update of the PAP guidelines for OSA treatment
Review the findings of meta-analyses for outcomes effectiveness of PAP for OSA
Discuss current recommendations that developed from review of PAP outcomes data
The instructor used technology effectively
Appreciate the impact of sleep on inflammation and cardiovascular function
The instructor used technology effectively
Outline modifications in sleep in aging
Identify cerebral mechanisms underlying age-related modificiations in sleep-wake cycle
Discuss how the sleep-wake cycle is linked to cognitive health in older individuals
The instructor used technology effectively
Understand the link between sleep/wake regulation and motivational processes
Understand the role of dopamine in sleep/wake regulation
Understand the use of newly developed techniques for the study of sleep/wake circuitry
The instructor used technology effectively
Understand the relationship between sleep disturbances and glucose regulation
Understand the current available interventional data
Describe future research needed to impact metabolic health
The instructor used technology effectively
Understand how to use the HER for clinical research and quality improvement projects
Become familiar with concepts of personalized medicine
Recognize different current subtypes of obstructive sleep apnea
The instructor used technology effectively
Describe the stages of memory formation
Characterize the various molecular and cellular processes required for memory formation
Discuss the effects of sleep and sleep deprivation on memory formation
The instructor used technology effectively
Understand the science of cannabis with a focus on the mechanisms of action
Highlight the existing medical literature on cannabis and sleep
Appreciate how patients are currently being recommended to use cannabis
The instructor used technology effectively
Develop strategies for selecting an appropriate journal for your manuscript
Navigate the initial peer review process
Understand the critical steps for revising and resubmitting your manuscript
The instructor used technology effectively
Better understand the latest developments in understanding how sleep and lack of sleep influence learning, memory and general cognitive processes
The instructor used technology effectively
Describe multiple individual and environmental factors that contribute to sleep loss and consequences of sleep loss on functioning
The instructor used technology effectively
Understand barriers to PAP adherence and effective strategies for improving adherence
The instructor used technology effectively
Explain the importance of circadian rhythms in metabolic health and morbidity.
The instructor used technology effectively
Explain the impact of sleep and sleep disruption on cognition and modd in early life
The instructor used technology effectively
Describe risk of sleep disorders in cardiovascular and cerebrovascular disorders, cognition and pain
The instructor used technology effectively
Characterize fetal heart rate response to maternal apneas and hypopneas, understand early infancy sleep patterns and learn behavioral sleep interventions for toddlers
The instructor used technology effectively
Understand the utility of screening questions, perfomance vigilance testing and MSLT on identifying hypersomnia symptoms
The instructor used technology effectively
Integrate understanding of peripheral metabolics/energetics with sleep neurobiology
The instructor used technology effectively
Learn physiological and bhevaioral factors differentiating insomnia from good sleep and predicting its neural, phsyical and brain health comorbidity
The instructor used technology effectively
Describe medical comorbidities that are associated with SDB
The instructor used technology effectively
Understand the gaps in applying wearable technology to clinical practice and potential applications
The instructor used technology effectively
Explain the impact of sleep on metabolism in early life
The instructor used technology effectively
Characterize different sleep apnea phenotypes based on polysomnography or clinical features
The instructor used technology effectively
Describe threats that compromise sleep integrity, consequences of sleep loss and countermeasures to mitigate sleep disruption
The instructor used technology effectively
Describe how treating sleep-related breathing disorders in hospitalized patients affects clinical outcomes
The instructor used technology effectively
Describe the impact of hypersomnia on patient perceptions, perceived health and engagement with managing their health
The instructor used technology effectively
Understand risk factors and vulnerability to insomnia in active deployed and veteran military service members
The instructor used technology effectively
Understand the various consequences of sleep and circadian interactions on physiology and behavior
The instructor used technology effectively
Consider and appraise the impact and bidirectionality of psychiatric disorders on sleep
The instructor used technology effectively
Describe differences that exist across racial groups, age and gender related to sleep health
The instructor used technology effectively
Better understand the latest developments in understanding the neurobiology of sleep, sleep loss and disorders of sleep
The instructor used technology effectively
Understand the clinical characteristics, treatment needs and outcomes of insomnia in late pregnancy
The instructor used technology effectively
Better understand the latest developments in the treatment of sleep-disordered breathing with upper airway stimulation
The instructor used technology effectively
Describe novel technologies or approaches for diagnosing sleep-disordered breathing in general or special populations
The instructor used technology effectively
Become aware of the impact and consequences of psychiatric conditions such as mood disorders and PTSD and their relation to sleep disorders
The instructor used technology effectively
Identify sleep problems effects on mood, behavioral and academic outcomes in school-age children
The instructor used technology effectively
Explore and appreciate diagnostic aspects, treatment considerations and pathophysiology of parasomnias and movement disorders of sleep
The instructor used technology effectively
Appreciate the impact of sleep on mortality, cardiovascular and metabolic health
The instructor used technology effectively
Learn novel biomarker health outcomes and therapeutic approaches of circadian misalignment across diverse populations
The instructor used technology effectively
Recognize factors that affect sleep-disordered breathing and restlessness in children
The instructor used technology effectively
Recognize new aspects of neurologic conditions such as dementia and TBI on sleep disturbances
The instructor used technology effectively
Detail novel sleep and ciracadian measurement and analytic methods
The instructor used technology effectively
Appreciate the depth and scope of impacts of sleep and circadian challenges on cognition and physiology
The instructor used technology effectively
Learn newer approaches, interpretations and targets of insomnia therapies, including their discontinuation
The instructor used technology effectively
Review various interventions to improve sleep healthcare delivery and education
The instructor used technology effectively
Understand novel findings on the role of circadian and sleep processes, and nutrition on metabolism.
Better understand why the link between circadian clocks, sleep processes, diet and metabolism is important for targeted strategies to improve metabolic health.
The instructor used technology effectively
Differentiate and describe the neural circuits by which the brain executes behavioral state control, including maintenance of wake, non-rapid-eye-movement (NREM) sleep and rapid-eye-movement (REM; or paradoxical) sleep.
Evaluate and contrast old and new concepts and models describing the regulation of sleep and wakefulness by homeostatic, circadian and motivational processes.
Describe and comprehend the brain’s ability to track how long it has been awake or asleep and to indicate the need for a nap.
Give examples of, and critically evaluate, the appropriate application of cutting-edge molecular neuroscience tools, including optogenetics, chemogenetics, in-vivo photometry, in vivo multi-unit recordings, and proteomics.
The instructor used technology effectively
Understand the current state-of-the-art of wearable technology in the field of sleep and circadian research and clinical sleep medicine
Be informed about the potential, advantages and risks of using wearable technology in clinical and research settings
Understand the necessary steps and new initiatives to advance the use of wearable sleep technology in sleep and circadian research and clinical sleep medicine
The instructor used technology effectively
Address differential diagnosis of insomnia disorders in the elderly according to gender and comorbidities
Assess gender-specific OSA and RLS consequences and risk factors for cardiovascular and metabolic disorders in the elderly
Assess the risk for neurodegenerative diseases and cognitive decline from circadian sleep disruption and RBD in males vs. females
The instructor used technology effectively
Appreciate how the emergence of neonatal sleep-wake cycling reflects infant brain maturation and understand maturation of breathing from preterm to term infants. Review the normative data of respiratory events in young infants
Understand the common causes of OSA in neonates and infants and challenges with scoring and reading neonate/infant PSG.
Understand the various causes of central apneas in neonates and infants. Learn how to differentiate benign self-resolving central apneas, periodic breathing from pathological causes of central apnea in infants.
Understand the American Academy of Pediatrics new clinical practice guideline definition for BRUE (Brief Resolved Unexplained Events, formerly called ALTE), and the discuss the role of sleep evaluation in children with BRUE
The instructor used technology effectively
Get an overview of recent findings in NREM and REM parasomnias
Learn how to perform a not always easy differential diagnosis between NREM parasomnias and seizures
Be updated on current knowledge about RBD and get an insight into the proposed concept of prodromal RBD
Learn how the novel anti-IgLON5 disease manifests itself during sleep
The instructor used technology effectively
Describe the mechanism by which the different treatments for CSA in heart failure patients (which include ASV, PAP, and phrenic nerve stimulation) ameliorate CSA, and the appropriateness of utilizing these treatments in individual patients.
Make evidence-based decisions in the management of heart failure patients with central sleep apnea in the post-SERVE-HF era
The instructor used technology effectively
Appreciate the past, present and future of the NCSDR
Understand perspectives on the future of sleep medicine and sleep research from leaders in the field and NIH leadership
The instructor used technology effectively
Summarize epidemiological findings regarding sleep health disparities across the lifecourse
Identify environmental and social determinants of sleep health disparities and its mental and physical health sequalae
Identify/Devise promising strategies for sleep medicine to improve sleep health in diverse communities
The instructor used technology effectively
Recognize the quality of sleep and clues to identify obstructive sleep apnea in hospitalized patients
Understand the risks and benefits of PAP therapy in patients with sleep apnea and congestive heart failure and its impact on hospital readmissions
Review PAP modalities and settings in the treatment of chronic respiratory failure related to COPD and Overlap syndrome
Review PAP modalities and settings in the treatment of chronic respiratory failure related to obesity hypoventilation syndrome
The instructor used technology effectively
Review the evidence based recommendations for tonsillectomy indications in children
Discuss quality improvement opportunities in managing children under consideration for tonsillectomy
Compare and contrast the guideline with the AASM and AAP guidelines
The instructor used technology effectively
Understand the importance of healthy sleep in homeostasis and autonomic balance
Review the prevalence of autonomic impairment in narcolepsy and idiopathic hypersomnia
Understand the pathophysiology of vascular dysfunction in obstructive sleep apnea
Appreciate the connection between REM sleep behavior disorder and autonomic function
The instructor used technology effectively
Characterize sleep and circadian rhythmicity in high-risk occupations and extreme environments.
Understand the relationship between sleep, circadian (mis)alignment, and performance / health in high-risk occupations and extreme environments.
Understand physiological, social, psychological, and environmental factors that influence the relationship between sleep, circadian (mis)alignment, and performance in high-risk occupations and extreme environments.
The instructor used technology effectively
Understand the association between OSA and cardiovascular risk
Demonstrate knowledge of the cardiovascular risk reduction associated with weight loss, PAP, OAT and upper airway surgery treatment
The instructor used technology effectively
Understand the dose dependent relationship of insufficient sleep with multiple risky behaviors in adolescents
Formulate treatment strategies for trauma -related sleep disturbance in teens
Discuss relationships between sleep loss and interpersonal violence in both the offender and the victim
Consider trauma and violence as potential causes of poor sleep complaints
The instructor used technology effectively
Identify potential pathways through which sleep and circadian disturbances may contribute to obesity in children.
Recognize implications of these findings for the prevention and treatment of obesity.
The instructor used technology effectively
Update on the neural circuitry regulating REMS.
REMS serves some important function, however, it may not be necessary in all species.
The instructor used technology effectively
Understand the basic cellular physiological mechanisms by which poor sleep or sleep disorders contribute to cancer neogenesis.
Learn how circadian factors interact with sleep to promote carcinogenesis by focusing on the plight of the shift worker.
Understand the epidemiology linking poor sleep and sleep disorders to specific cancer types, which special focus on why some cancers seem more susceptible to the untoward impact of poor sleep than others.
Learn how poor sleep can negatively impact cancer survival with special focus on how sleep improvement can provide opportunities to improve survival in some cancer patients.
The instructor used technology effectively
Identify key components of endogenous cannabinoid (endocannabinoid) signaling (e.g. cannabinoid receptors, 2 primary studied ligands, and enzymes) and the primary cannabinoids used by consumers for sleep
Identify potential pathways by which endocannabinoids are believed to modulate sleep and circadian rhythms
Describe the outcomes of recent clinical trials using cannabinoids for treatment of a sleep disorder.
The instructor used technology effectively
Identify and discuss professional behaviors associated with advancement in academic medicine
Determine barriers and best practices for achieving professional goals
Recognize personal qualities that may promote or detract from success in attaining a leadership position
Recognize the increased risks for harassment and burnout among women scientists and physicians
The instructor used technology effectively
Have an understanding of sleep characteristics, sleep apnea and atrial fibrillation pathophysiology and associations based upon clinic-based and epidemiological data.
Gain insight into novel findings of wearable devices and utility of long-term monitoring in sleep apnea and atrial fibrillation as well as the role and utility of sleep apnea treatment on atrial fibrillation
The instructor used technology effectively
Define salient dimensions of multivariable sleep health.
Understand the strengths and limitations of different statistical approaches to defining sleep health.
Appreciate the utility of multivariable sleep health in relation to health outcomes, health disparities, and interventions.
The instructor used technology effectively
Understand developmental trends in circadian sensitivity to light in pediatric populations
Gain an appreciation of behavioral interventions that include light exposure as a target to improve sleep in pediatric populations
The instructor used technology effectively
Describe how use of technology impacts sleep behaviors.
Discuss the current trends in validation data among consumer sleep trackers in comparison to research devices.
Present interventions in adults and adolescents using consumer sleep trackers to deliver sleep interventions.
Summarize current problems and opportunities for clinicians.
The instructor used technology effectively
Name the most powerful genetic techniques for gene discovery and plan a standard sleep disorder vs. control genetic association study
Understand the large magnitude of genetic effects on sleep, their diagnostic value, use at clinic, and name the most heritable sleep traits
Understand the strengths and weaknesses of model organisms in sleep research and choose a correct model organism for following up a genetic association study
The instructor used technology effectively
Understand limitations of MSLT, ideally what medications must be weaned and over what time frame, and how to proceed in diagnosis and management of patients who clinically seem to have narcolepsy but do not meet criteria by MSLT
Overcome challenges in diagnosis and management of narcolepsy type 2 in a pediatric population
Gain knowledge on the newest FDA approved medications in adult and pediatric populations
Identify how to confirm optimal medical management in patients, and to identify those patients with narcolepsy type 2 who may benefit most from sodium oxybate treatment
The instructor used technology effectively
Describe the existing evidence base for the diagnosis and management of Chronic Insomnia Disorder and Obstructive Sleep Apnea.
Provide an understanding of the process used to summarize the available evidence on Chronic Insomnia Disorder and Obstructive Sleep Apnea.
Describe the process used to develop clinical practice recommendations for Chronic Insomnia Disorder and Obstructive Sleep Apnea.
Understand how to implement evidence-based recommendations for the distinct patient populations served by the sleep community.
The instructor used technology effectively
Describe different sleep-wake phenotypes associated with various synucleinopathies and tauopathies.
Describe how the development and selection of specific treatments for sleep wake disturbances associated with various proteinopathies, requires an understanding of their respective mechanisms
The instructor used technology effectively
Appreciate how the emergence of neonatal sleep-wake cycling reflects infant brain maturation and understand maturation of breathing from preterm to term infants. Review the normative data of respiratory events in young infants
Understand the common causes of OSA in neonates and infants and challenges with scoring and reading neonate/infant PSG.
Understand the various causes of central apneas in neonates and infants. Learn how to differentiate benign self-resolving central apneas, periodic breathing from pathological causes of central apnea in infants.
Understand the American Academy of Pediatrics new clinical practice guideline definition for BRUE (Brief Resolved Unexplained Events, formerly called ALTE), and the discuss the role of sleep evaluation in children with BRUE
The instructor used technology effectively
Discuss the importance of medical management for atopic dermatitis on sleep, mood, and daytime functioning in children and their parents
Describe the association between sleep and diabetes outcomes in adolescents with type 1 diabetes, and how a brief intervention can improve sleep, daytime functioning, and diabetes outcomes.
Understand how to tailor cognitive-behavioral treatments for chronic health conditions to those with insomnia symptoms.
Discuss interventions to improve nighttime sleep and daytime alertness in children with cancer.
The instructor used technology effectively
Recognize/understand the basic molecular and signaling pathways underlying age and development related alterations in sleep homeostasis.
Explain mechanisms linking sleep with development, aging and neurodegenerative diseases such as Alzheimer’s and Parkinson’s.
The instructor used technology effectively
Develop an understanding of what is known about long-term opioid treatment of RLS
Develop an understanding of AASM and other treatment guidelines for opioid treatment of RLS
Make informed decisions about the best practices for the management of patients with RLS taking opioids
The instructor used technology effectively
Describe the clinical manifestations of insomnia and circadian rhythm disorders.
Differentiate from clinical history whether a patient has insomnia or circadian rhythm disorder.
Develop an evidence based, individualized treatment plan.
The instructor used technology effectively
Benefit from the shared experiences of sleep medicine leaders in their management of adverse events in the sleep laboratory
Better anticipate, and prevent adverse events, thereby improving patient safety.
The instructor used technology effectively
Describe the current understanding of persistent pediatric OSA diagnosis and management in children.
Improve the quality of care provided to their patients by providing patient-centered, personalized management.
Integrate new treatment options into the management of persistent pediatric obstructive sleep apnea.
The instructor used technology effectively
Recognize the prevalence, nature, and impact of sleep disorders in special needs children
Highlight clinical sleep pearls in neurodevelopmental, psychiatric and medical disorders
Discuss appropriate evaluation and management strategies
The instructor used technology effectively
Analyze ECG arrhythmias seen in sleep-disordered breathing patients and discuss the implications of non-treatment.
Evaluate EEG application techniques and outline best practices for sleep medicine.
Discuss the impact of medications and medical conditions on sleep architecture.
Examine respiratory physiology, the hypoxic drive, and measurement techniques for monitoring carbon dioxide in sleep-disordered breathing patients.
The instructor used technology effectively
Learn the diagnosis and management of sleep disordered breathing in the pediatric patient with morbid obesity, neuromuscular disease, and other complex pediatric disorders.
Learn to identify the use of and application of CO2 monitoring in pediatric obstructive sleep apnea.
The instructor used technology effectively
Develop an effective telemedicine program sleep apnea management.
Implement a successful home sleep testing program and PAP adherence program in a sleep medicine practice.
Apply sleep lab specific administrative skills towards management of a sleep medicine practice.
The instructor used technology effectively
Review normal upper airway anatomy and the basic neurobiology of respiration.
Develop understanding of the pathologic mechanisms leading to sleep disordered breathing.
Differentiate types of sleep disordered and review importance in terms of treatment decisions.
The instructor used technology effectively
Possess a practical understanding and classification of different motor events, behaviors, or phenomena that may occur in sleep.
Describe the polysomnographic or EEG findings of these conditions and their utility in a differential diagnosis.
Define the importance of video-polysomnography and use of other laboratory tests in the diagnosis.
Recognize issues that require a technologist response.
The instructor used technology effectively
Review a 50 epoch section of a polysomnogram to discuss how rules from the AASM scoring manual are applied to real-world examples.
Observe a forum to answer questions regarding common themes and areas of disagreement.
The instructor used technology effectively
Perform advanced titration studies utilizing advanced modes of PAP therapy including bilevel ST, ASV, and VAPS technology.
Distinguish types advanced modes of noninvasive ventilation that would best fit specific sleep hypoventilation syndromes including COPD, obesity hypoventilation syndrome, and neuromuscular disease.
Develop advanced titration protocols for complex sleep disordered breathing syndromes in the sleep lab.
Please rate the following:
The program was relevant to my work.
Content matched stated objectives.
Usefulness of handouts/AV.
Quality of facilities and facility accommodations.
How well did the educational sessions give a balanced view of therapeutic options, including the use of generic names?
If you rated any of the above questions with 'fair,' 'poor,' 'disagree,' or 'strongly disagree' please explain in detail (e.g. session title, speaker name, situtation):
Please tell us about any sessions you found particularly good or bad
Please tell us about any objectives you feel we accomplished well or poorly 
Please tell us about any presenters you found particularly good or bad
Please answer the following:
Do you believe this activity was appropriate for the scope of your professional activities?
Was the educational content scientifically sound?
If faculty spoke about off-label or investigational uses of a product, was that information disclosed to you?
Was the mode of education effective to learning?
If you answered "No" to any of the above questions, please explain.
Did you perceive any product/service/company/commercial bias in any educational session you attended or materials you received?
If you answered "Yes" to the above question, please detail the situation below (e.g. session title, speaker name):
Were you solicited by sales personnel in an educational room (other areas do not matter) while you attended this educational activity?
If you answered "Yes" to the above question, please explain in detail (e.g. who, when, where):
How much did you learn as a result of this education program?
What specifically did you learn during this activity that you intend to integrate into your practice?

What questions have arisen in your practice for which you need answers/strategies that you can implement?

What patient/client problems or patient/client challenges do you feel you are not able to address appropriately or to your satisfaction?
What problems are your patients/clients communicating to you that need attention or follow up?

Are you interested in basic, intermediate or advanced level trainings?

What barriers might you have that would interfere with implementation of new information learned from this training?

How can this training (the overall meeting) be improved to better impact competence, performance and/or patient/client outcomes?

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