Abstract Medical professionals need to be equipped with competencies to provide sustainable healthcare and promote planetary health. The aims of this study were to map the presence of planetary health themes in one Australian medical program, develop and pilot a planetary health blended-learning module drawing on constructivism learning theory, and evaluate the effectiveness of the activities. A mixed methods approach was used comprising quantitative mapping of learning outcomes, measurement of pre- and post-intervention planetary health knowledge, and a feedback survey. Mapping revealed little integration of environmental issues across the medical program. Student’s knowledge score increased by 2.37 points on average (95% confidence interval 1.66–3.09) (response rate 46%); 84.2% of respondents rated the activities as excellent/good. Since planetary health education is not currently required in Australian medical curricula, there is still little information for local medical educators on how to develop it, therefore studies such as this can provide some preliminary guidance. Supplemental data for this article is available online at https://doi.org/10.1080/13504622.2021.2025343 .

Adaptive doctors in Australia: preparing tomorrow’s doctors for practice in a world destabilised by declining planetary health

PurposeWithin the context of a review of a Doctor of Medicine graduate curriculum, medical students partnered with faculty staff to co-develop a novel curriculum resource exemplifying the integration of planetary determinants of health into existing medical curricula. MethodWe undertook qualitative methodologies involving a planetary health literature review and curriculum mapping exercise in three parts between April 2018 - May 2021. In part one, a student focus group sought students perceptions on opportunities for climate-change related teaching. Part two involved two 5-hour workshops that mapped planetary health principles to classical organ systems-based teaching areas. Part three consisted of curriculum mapping expert review. ResultsParticipatory workshops involved 26 students and positioned students as leaders and partners in curriculum development alongside academics and clinicians. Final synthesis produced a comprehensive infographic rich document covering seven organ systems plus healthcares ecological footprint, the role of medical students and opportunities for applied skills and behaviours. ConclusionsThe student-staff co-production method adopted here promotes higher order relational and extended abstract reasoning by students, the ultimate task of any higher education. This approach, and the open access resource generated, provides an integrated and novel planetary health framework, supporting students to be leaders for a sustainable future. Practice Points[1] This project provides a methodology to overcome barriers to curriculum-wide integration of planetary determinants of health and a template to move beyond stand-alone planetary health workshops or population health case studies. [2] Student and educator co-development of planetary health teaching and learning resources promotes higher order relational and extended abstract reasoning by students, the ultimate task of any higher education. [3] Integrating planetary health supports emerging clinicians in all areas of medicine to be leaders for a sustainable future.

https://medrxiv.org/content/10.1101/2021.11.23.21265688v1.full.pdf

Mapping climate change and health into the medical curriculum: co-development of a "planetary health - organ system map" for graduate medical education

Background: The World Health Organization deemed climate change and air pollution as the top threat to global health in 2019. The importance of climate for health is recognised by healthcare professionals, who need to be equipped to deliver environmentally sustainable healthcare and promote planetary health. There is some evidence that climate change and health is not strongly embedded in accredited master-level public health training programs and medical programs globally, however, the immersion of climate-health in Australian and New Zealand programs is unclear. 
Objectives: To explore the extent to which climate-health education is currently embedded into public health and medical curricula in Australia and New Zealand.
Methods: Educators identified by their coordination, convenorship, or delivery into programs of public health and medicine at universities in Australia and New Zealand were invited to participate in a cross-sectional, exploratory mixed methods study. Participants completed an online quantitative survey and qualitative interviews regarding their experience in program and course delivery, and the prominence of climate-health content within program and course delivery. Quantitative surveys were analysed using descriptive statistics and qualitative interview content was analysed via a modified ground theory approach.
Results: The response rate of the quantitative survey was 43.7% (21/48). Ten survey respondents also completed qualitative interviews. Quantitative results showed that epidemiologists were the most common experts involved in design and delivery of this curriculum, with a reliance on guest lecturers to provide updated content. Qualitative interviews highlighted the ad-hoc role of Indigenous-led content in this field, the barriers of time and resources to develop a coherent curriculum and the important role of high-level champions to drive the inclusion of climate change and planetary health.
Conclusion: There is an urgent need to strengthen current support available for pedagogical leadership in the area of climate and broader environmental change teaching at universities.

https://www.medrxiv.org/content/medrxiv/early/2021/06/16/2021.06.11.21258793.full.pdf

Climate change education in public health and medical curricula in Australian and New Zealand Universities: a mixed methods study of barriers and areas for further action

Lal A

Papers

Climate change education in public health and medical curricula in Australian and New Zealand Universities: a mixed methods study of barriers and areas for further action