La privation de sommeil et le manque de sommeil chez les étudiants en médecine, revisités

Auteurs-es

  • Marcel F D'Eon University of Saskatchewan

DOI :

https://doi.org/10.36834/cmej.81104

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Références

1. D'Eon MF. Enabling and encouraging sleep deprivation among medical students. Can Med Ed J. 2020 Mar 16;11(1):e1. https://doi.org/10.36834/cmej.69918

2. Azad MC, Fraser K, Rumana N, et al. Sleep disturbances among medical students: a global perspective. J Clin Sleep Med. 2015 Jan 15;11(01):69-74. https://doi.org/10.5664/jcsm.4370

3. Seoane HA, Moschetto L, Orliacq F, et al. Sleep disruption in medicine students and its relationship with impaired academic performance: a systematic review and meta-analysis. Sleep Med Rev. 2020 Oct 1;53:101333. https://doi.org/10.1016/j.smrv.2020.101333

4. Christodoulou N, Maruani J, d'Ortho MP, Lejoyeux M, Geoffroy PA. Sleep quality of medical students and relationships with academic performances. L'encephale. 2023 Feb 1;49(1):9-14. https://doi.org/10.1016/j.encep.2021.09.006

5. Tewari A, Soliz J, Billota F, Garg S, Singh H. Does our sleep debt affect patients' safety? Ind J Anaesthes. 2011 Jan 1;55(1):12-7. https://doi.org/10.4103/0019-5049.76572

6. Abramson, A. Everything you need to know about sleep debt. Feb 18, 2025. Available from https://www.allure.com/story/what-is-sleep-debt?utm_source=firefox-newtab-en-us [Accessed on Feb 18, 2025].

7. Uddin A. Effect of sleep on vigilance, short-term memory, and learning in college students (Doctoral dissertation, Walden University) 2015.

8. Young, S. The most powerful learning tool (that doesn't involve studying). 2019. https://getpocket.com/explore/item/the-most-powerful-learning-tool-that-doesn-t-involve-studying?utm_source=firefox-newtab-en-us [Accessed on Feb 21, 2025].

9. Bruno M, Oster RT, Mayan MJ. What it means to be an ally in Indigenous healthcare. Can Med Ed J. 2025;16(1). https://doi.org/10.36834/cmej.79535.

10. Richard A, Perreault K, Savard I, Pinard A-M, Careau E. Classification of the intensity of interprofessional learning in the context of clinical placements: a proposal based on theoretical foundations in interprofessional education and the results of a narrative review. Can Med Ed J. 2025;16(1). https://doi.org/10.36834/cmej.76460

11. Cumyn A, Hatcher S, Larouche C, Dubé T, Millette C-A, Gagné Ève-R. Use of Boelen’s conceptual model to develop a portrayal of the evolution of social accountability at a Canadian medical school. Can Med Ed J. 2025;16(1). https://doi.org/10.36834/cmej.77994

12. Morgan TL, Nowlan Suart T, Fortier MS, Kelman McFadyen I, Tomasone J. “Like, we can’t keep adding”: a mixed methods study to explore the feasibility of implementing co-produced 24-Hour Movement Guideline content. Can Med Ed J. 2025;16(1). https://doi.org/10.36834/cmej.78603.

13. Zaretsky L, Crooks R, Whalen-Browne M, Gausvik AL, Roach P. Evaluation of a longitudinal Indigenous health elective in family medicine. Can Med Ed J. 2025;16(1). https://doi.org/10.36834/cmej.78275.

14. Smith L, Kleinheksel A, Tews M. Evaluating facilitator adherence to a newly adopted simulation debriefing framework. Can Med Ed J. 2025;16(1). https://doi.org/10.36834/cmej.77268.

15. Ray C, Jha S, Watt M, et al. The feasibility of an innovative online mind-body wellness program for medical students. Can Med Ed J. 2025;16(1). https://doi.org/10.36834/cmej.77658

16. Vachon Lachiver E, St-Onge C. User experience of the Written Exam Question Quality tool to inform the writing of new written-exam questions. Can Med Ed J. 2025;16(1). https://doi.org/10.36834/cmej.72320.

17. Mensour EA, Tran C, Li T, Mallawaarachchi I, Shaw J, Blissett S. Evaluating the outcomes of problem-based learning in postgraduate medical education: a systematic review and meta-analysis. Can Med Ed J. 2025;16(1). https://doi.org/10.36834/cmej.77394.

18. Hazelton L, Lazor J, Buckley H, Hamilton JL. Six ways to get a grip on recruiting “Occasional Faculty Developers.” Can Med Ed J. 2025;16(1). https://doi.org/10.36834/cmej.79462.

19. Harper L, Hergott CA, Coderre S, Kelly-Turner K, Davis M, McLaughlin K. Six ways to get a grip on a mentorship program for residents and faculty. Can Med Ed J. 2025;16(1). https://doi.org/10.36834/cmej.79339.

20. Jayasinghe S. Valuing virtue in medicine: a closer look at CanMEDS. Can Med Ed J. 2025;16(1). https://doi.org/10.36834/cmej.79246.

21. Groszman L, Weisz G. A history of the Antisemitic 1934 Montreal Hospital Strike. Can Med Ed J. 2025;16(1). https://doi.org/10.36834/cmej.79539.

22. Terry S, Feldman-Kiss D, McInnes G. Implementation and evaluation of a novel orientation manual for the emergency medicine clerkship and elective rotation. Can Med Ed J. 2025;16(1). https://doi.org/10.36834/cmej.79508.

23. Do V, Lewis M, Flynn L, Sonnenberg LK. Sick by design? Why medical education needs health promoting learning environments. Can Med Ed J. 2025;16(1). https://doi.org/10.36834/cmej.80471.

24. Deonandan R. Resist the Randomized Controlled Trials fetish: different questions require different pyramids of evidence. Can Med Ed J. 2025;16(1). https://doi.org/10.36834/cmej.80355.

25. Lam H, Zieneldien T, Kim J. Indigenous allyship in medical education. Can Med Ed J. 2025;16(1). https://doi.org/10.36834/cmej.80634.

26. Lotoski L, O’Brien J, D’Eon MF. Reviewers’ views on the editorial review processes of the Canadian Medical Education Journal. Can Med Ed J. 2025;16(1). https://doi.org/10.36834/cmej.77193.

27. Yaghy A, Perera D-C. The roots of resilience. Can Med Ed J. 2025;16(1). https://doi.org/10.36834/cmej.80058.

28. Achtoutal K, Bergeron L, St-Onge C, Dubé T, Boulais I. Inclusive learning environments in medicine: a protocol on scoping what we know. Can Med Ed J. 2025;16(1). https://doi.org/10.36834/cmej.79360.

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Publié-e

2025-02-28

Comment citer

1.
D'Eon MF. La privation de sommeil et le manque de sommeil chez les étudiants en médecine, revisités . Can. Med. Ed. J [Internet]. 28 févr. 2025 [cité 14 déc. 2025];16(1):1-4. Disponible à: https://journalhosting.ucalgary.ca/index.php/cmej/article/view/81104

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