PSL1075H - Advanced Topics in Sleep Physiology and Chronobiology

Course Coordinator: 

R Horner

Description:

All animals (as well as plants, fungi and bacteria) possess cellular machinery that underpins daily regulation of physiological processes. These processes optimally fit organisms to the conditions of life. Sleep and circadian rhythms of organismal physiology are deeply rooted in biology and have been conserved over time. Humans are the only organisms that now purposefully disrupt and coerce the natural rest-activity cycles and daily rhythms of our component cellular machinery to suit the demands of our modern society. As examples, sleep and circadian rhythm disturbances affect one in four Canadians, and have deleterious effects on cellular, organ, organismal and societal functions and health. Humans also now consume drugs in large quantities to counter the problems associated with poor sleep, altered waking functions and disrupted circadian rhythms, with large costs to the health care system. The goal of this course is to gain a broad perspective on the important roles of sleep and circadian mechanisms to cellular and organismal functions, and how disruptions of these mechanisms have deleterious effects on physiology and health.

Participants and Classes:

Weekly presentations and discussions. Class size is limited to encourage active discussion, mutual learning, and interactions. Enrolment is open to participants from any graduate department at the University of Toronto.

Format and Content:

For each class there will be participant presentations (~20 min each maximum) based on selected topics with appropriate background material to bring everyone up to speed. Depending on enrolment there may be up to three presentations per class with discussion. Participants are expected to participate and advance the discussions, prepare questions and be willing and able to discuss their views on issues raised. This is an important professional skill that will be useful throughout your working lives.

An important part of the presentations is the introduction of the foundational principles upon which the topic and presentation are based. These principles can be identified and discussed with the course director beforehand. These principles serve as the ‘teaching elements’ from which the presentation and discussion can be best understood and advanced by the whole class.

Participants do not need to have prior background in the topics covered because one of the major goals of the course is to broaden the interdisciplinary background of the participants.

Use of AI tools: You may use AI assistants to boost your learning, for drafting or brainstorming. Verify accuracy and cite all sources used. You are responsible for correctness. University academic integrity policies apply.

Engagement:

Active participation in the discussions is valued, is an expectation, and forms part of the total course assessments. The aim is to be present, and to listen and learn from each other. As such we will be technology-free. Laptops closed, and phones silent and untouched except at breaks.

Evaluation/Assessments:

• Presentations: 60%
• Reflections: 10%
• Discussion Board: 10%  
• Involvement & Advancing Discussions, Leadership & Engagement: 20%
  • Promotion of discussion is not easy. It is the same in all courses. Nevertheless, having a voice, and having fair and equitable discussion is a necessary experience and skill in all aspects of professional life throughout any career.
  • This is a safe space for discussion of ideas. Please make the most of it.

Topics & Presentations:

There is wide scope for choice of topics depending on the background and interests of the participants. As such, all participants have a role in shaping the course. For each topic selected by a class member, the presentations will span the duration of the course.

Presentation 1:      Scientific foundation/basis for the topic with evidence.

Presentation 2:      Translational relevance with evidence: e.g., clinical or health-optimizing, commercialization possibilities.

Presentation 3:      Societal relevance with evidence: e.g., population health impact, informing public policy or commercial operations.

Reflections:

For each presentation, each class member is asked to provide 3 bullet points for useful feedback to the presenter:

• What you learnt and most appreciated from the presentation for your understanding.
• What you found most difficult and perhaps what may help in the future: e.g., avoid reading notes or a script, an analogy, a diagram, slower pace, clearer articulation of a concept etc.
• What worked well in the presentation.

Please provide to the course director after class via email. Deadline: Please, in a single email, send your three reflection bullets for each presenter to the course director by 10:00 a.m. the next day. This feedback for each individual speaker will be anonymized and transmitted to them.

Discussion Board:

A discussion board will be setup on the Quercus course page. Please use it to interact with each other, for example to identify and expand upon the topics you will cover, including what you intend to present. You may even post something that we could read to help prepare.

Overall, these activities will help you plan and will help all participants to boost their own presentations, learning and growth.

Don’t post for the sake of posting. There should be an identifiable reason that you have something concrete to offer that will benefit others, and likewise the recipients of the input can offer own comments and views.

Graduate students are invited to enrol in this course via ACORN. Final registration approval will be determined by the course coordinator. All students will be notified of their registration status by the Physiology Graduate Office.

Last updated: 5-May-2026