“…In addition to an individual end-of-semester examination (comprising ~ 50 multiple choice questions), there is a practical written assignment developed by students in small groups. More specifically, for the practical assignment, students are invited to complete individually and in an anonymous way a sleep diary (Consensus Sleep Diary) for one to two weeks (Carney et al, 2012;Portuguese translation: Marques & Gomes, 2012), the Pittsburgh Sleep Quality Index [PSQI] (Buysse et al, 1989; Portuguese version validation study: Gomes et al, 2018), a questionnaire on sleep quality plus sleep-wake schedules and durations devised by the responsible for the unit (Gomes et al, 2015;Miller-Mendes et al, 2019); the Insomnia Severity index [ISI] (Morin, 1993;Bastien et al, 2001;Portuguese version/validation: Clemente, 2007;Clemente et al, 2017;Clemente et al, 2021); the Glasgow Sleep Effort Scale (Broomfield & Espie, 2005;Portuguese version: Meia-via et al, 2016), the Epworth Sleepiness Scale [ESS] (Johns, 1991;Portuguese version and main studies: Santos et al, 2001;Guimarães et al, 2012;Sargento et al, 2015); the Stop-Bang (Chung et al, 2008;Portuguese version/validation: Pereira et al, 2013;Reis et al, 2015); and the Composite Morningness Scale [CMS] (Smith et al, 1989; Portuguese version/successive psychometric studies: Silva et al, 1995/ Buekenhout et al, 2019Gomes, 2005;Gomes et al, 2016;Silva et al, 2016), among other possibilities. These tools are introduced gradually, accompanying the contents addressed in class, each week (e.g., the CMS is administrated following the normal inter-individual differences in sleep-wake patterns topic; the ISI is introduced during the insomnia classes).…”