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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.

Under national "lockdown," the habitual late risers need not wake up early, and, similarly to the early risers, they don't lose much sleep on weekdays. We tested whether, despite a decrease in weekday sleep loss, the difference between distinct chronotypes in health and sleep problems persisted during "lockdown." Two online surveys were conducted from 10th to 20th of May, 2020 and 2021, one of them after 6 non-working weeks and another after 14 working weeks (during and after "lockdown," respectively). Participants were students of the same grade at the same university department (572 and 773, respectively). The self-assessments included the Single-Item Chronotyping (SIC) designed for self-choosing chronotype among several their short descriptions and several questions about general health, mood state, outdoors and physical activity, and sleep concerns. The results suggested that the responses to each of the questions were not randomly distributed over 6 distinct chronotypes. Such a nonrandomness was identified within each of three pairs of these chronotypes, evening vs. morning types (with a rising throughout the day vs. a falling level of alertness, respectively), afternoon vs. napping types (with a peak vs. a dip of alertness in the afternoon, respectively), and vigilant vs. lethargic types (with the levels of alertness being permanently high vs. low, respectively). Morning, afternoon, and vigilant types reported healthier sleep/mood/behavior/habits than three other types. The most and the least healthy sleep/mood/behavior/habits were reported by morning and evening types, respectively. These relationships with health and sleep problems and the frequencies of 6 chronotypes remained unchanged after "lockdown." Such results, in particular, suggested that the association of evening types with poorer health and sleep might not be attributed to a big amount of weekday sleep loss. The accounting for this association might help in designing interventions purposed on reduction of sleep and health problems.

Research on individual differences in the fields of chronobiology and chronopsychology mostly focuses on two – morning and evening – chronotypes. However, recent developments in these fields pointed at a possibility to extend chronotypology beyond just two chronotypes. We examined this possibility by implementing the Single-Item Chronotyping (SIC) as a method for self-identification of chronotype among six simple chart options illustrating the daily change in alertness level. Of 2283 survey participants, 2176 (95%) chose one of these options. Only 13% vs. 24% chose morning vs. evening type (a fall vs. a rise of alertness from morning to evening), while the majority of participants chose four other types (with a peak vs. a dip of alertness in the afternoon and with permanently high vs. low alertness levels throughout the day, 15% vs. 18% and 9% vs. 16%, respectively). The same 6 patterns of diurnal variation in sleepiness were yielded by principal component analysis of sleepiness curves. Six chronotypes were also validated against the assessments of sleep timing, excessive daytime sleepiness, and abilities to wake or sleep on demand at different times of the day. We concluded that the study results supported the feasibility of classification with the 6 options provided by the SIC.

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.