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

TLDR: This article explored the extent to which climate-health education is currently embedded into public health and medical curricula in Australia and New Zealand and found that epidemiologists were the most common experts involved in design and delivery of this curriculum.

Abstract: 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.