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Since disagreement has been found between an objective sleep propensity measured by sleep onset latency (SOL) and subjective sleepiness assessment measured by the Epworth sleepiness scale (ESS) score, distinct underlying causes and consequences were suggested for these two sleepiness measures. We addressed the issue of validation of the ESS against objective sleepiness and sleep indexes by examining the hypothesis that these two sleepiness measures are disconnected due to their differential relationship with the antagonistic drives for sleep and wake. The polysomnographic records of 50-min napping attempts were collected from 27 university students on three occasions. Scores on the first and second principal components of the electroencephalographic (EEG) spectrum were calculated to measure the sleep and wake drives, respectively. Self-assessments of subjective sleepiness and sleep were additionally collected in online survey of 633 students at the same university. An ESS score was disconnected with the polysomnographic and self-assessed SOL in the nap study and online survey, respectively. An ESS score but not SOL was significantly linked to the spectral EEG measure of the sleep drive, while SOL but not ESS showed a significant association with the spectral EEG measure of the opposing wake drive. Each of two sleepiness measures was validated against objective indicators of the opposing sleep-wake regulating processes, but different underlying causes were identified for two distinct aspects of sleepiness. A stronger sleep drive and a weaker opposing drive for wake seem to contribute to a higher ESS score and to a shorter SOL, respectively.

The relevance of the research is determined by changes in the forms and content of education in the field of training medical workers, including in the context of the accreditation procedures for medical universities and colleges, as well as the accreditation of graduates themselves. The article focuses on the issues of improving the quality of teaching in a medical school of courses responsible for the educational and professional results of students. The aim of the study is to comprehend the structure and content, didactic means of organizing the training of future doctors and nurses. The theoretical basis for the study of this problem is the activity approach, which makes it possible to compare and study the processual and substantive aspects of the pedagogical activity of a teacher of a medical university or college in the context of the educational results of its graduates. The article reflects the problems of training and education of medical workers, describes different types of teacher activities. These types of activities are integrated into the whole process of teaching the discipline, focused on improving the educational and professional results of students. It is especially necessary the development on the basis of the system-activity approach and the widespread introduction of new methodological approaches and the educational, methodological and other manuals that provide them, ensuring the harmony of the processes of interiorization and externalization of the knowledge, skills, value orientations necessary for a person as a professional, partner and personality.