"I teach it because it is the biggest threat to health": Integrating sustainable healthcare into health professions education.
TL;DR: Five actionable recommendations to strengthen interdisciplinary capacity to integrate SHE include: inspire multi-level leadership and collaboration; privilege student voice; develop a SHE curriculum and resources repository; and integrate SHE into course accreditation standards.
Abstract: Steering planetary and human health towards a more sustainable future demands educated and prepared health professionals. This research aimed: to explore health professions educators’ sustainable h...
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Newcastle University1, Newcastle upon Tyne Hospitals NHS Foundation Trust2, Bond University3, University of Jaén4, King's College London5, University of Notre Dame Australia6, University of Oxford7, Trinity College, Dublin8, Dalarna University9, Harvard University10, University of Caxias do Sul11, University of Dundee12, Great Ormond Street Hospital13, University of Calgary14, University of Edinburgh15, Esslingen University of Applied Sciences16, University of South Dakota17, Queen Mary University of London18, Imperial College London19, Swansea University20, University of North Dakota21, Icahn School of Medicine at Mount Sinai22, Queensland University of Technology23, University of British Columbia24
TL;DR: The Consensus Statement as mentioned in this paper provides a global, collaborative, representative and inclusive vision for educating an interprofessional healthcare workforce that can deliver sustainably and sustainably care for the patients.
Abstract: The purpose of this Consensus Statement is to provide a global, collaborative, representative and inclusive vision for educating an interprofessional healthcare workforce that can deliver sustainab...
125 citations
TL;DR: 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.
Abstract: 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 .
7 citations
DOI•
01 May 2021
TL;DR: A team of practicing pharmacists and pharmacy students from the United States and Australia aimed to define pharmacists' roles in environmental stewardship by evaluating pre‐existing pharmacy‐led efforts in reducing waste, greenhouse gas emissions, and other health care‐associated environmental impacts.
Abstract: Climate change and ecosystem degradation threaten human health and exacerbate pre‐existing social determinants of health. The prescription drug sector accounts for a significant portion of health care system contributions to greenhouse gas and waste production. Pharmacists are therefore well‐positioned to transform health care toward environmentally sustainable models; however, additional pharmacist education on climate mitigation and sustainable practice is needed. A team of practicing pharmacists and pharmacy students from the United States and Australia aimed to define pharmacists' roles in environmental stewardship by evaluating pre‐existing pharmacy‐led efforts in reducing waste, greenhouse gas emissions, and other health care‐associated environmental impacts. We also describe opportunities for education in pharmacist training as a means to enhance the profession's capacity for environmentally sustainable health care practice and leadership. Information on specific drugs' ecological footprints is increasingly available; pharmacists, as drug information experts, can incorporate sustainability considerations into their drug procurement and prescribing recommendations. Pharmacists also play a critical role in public education about environmentally responsible drug disposal. Finally, we suggest collaborative steps that U.S. organizations involved in pharmacy education could take to ensure that future “practice readiness” includes competence in sustainable health care practices.
7 citations
TL;DR: Building pedagogical leadership in in the area of climate change and health teaching at universities through stronger partnerships with policymakers, community stakeholders and advocacy organisations will be important for future health workforce training amid increasing climate risks.
Abstract: Abstract The importance of a safe climate for human health is recognised by healthcare professionals, who need to be equipped to deliver environmentally sustainable healthcare and promote the health of natural systems on which we depend. The inclusion of climate-health in Australian and New Zealand accredited master-level public health training and medical programs is unclear. 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 to examine the design and delivery of climate change content in the curricula, and the barriers and opportunities for better integration. Quantitative surveys were analysed using descriptive statistics and qualitative interview content was analysed via a modified grounded theory approach. The quantitative survey had 43.7% (21/48) response rate, with 10 survey respondents completing qualitative interviews. Qualitative interviews highlighted the minimal role of Indigenous-led content in this field, the barriers of time and resources to develop a coherent curriculum and the role of high-level champions to drive the inclusion of climate change and planetary health. Building pedagogical leadership in in the area of climate change and health teaching at universities through stronger partnerships with policymakers, community stakeholders and advocacy organisations will be important for future health workforce training amid increasing climate risks. Supplemental data for this article is available online at https://doi.org/10.1080/13504622.2022.2036325 .
6 citations
TL;DR: In this article, the authors identify the drivers of sustainable hospital foodservices and identify the factors contributing to the success of "exemplar hospitals" with environmentally sustainable foodservices, which gives an opportunity to reimagine food services and guide strategic planning.
Abstract: Background: Hospital foodservices have the potential to positively contribute to the local food system and planetary healthcare. Understanding the factors contributing to the success of “exemplar hospitals” with environmentally sustainable foodservices gives an opportunity to reimagine foodservices and guide strategic planning. The aim of this study was to identify the drivers of sustainable hospital foodservices.
Methods: For this qualitative multiple case study, purposive sampling was used to identify exemplar hospitals internationally. Semi-structured interviews were conducted with staff with extensive knowledge of their foodservices to explore the drivers of sustainable practices. Relevant documents provided background on the case. These documents and interview data were analyzed using the framework and thematic analysis.
Findings: There were 21 participants from 14 hospitals recruited across nine countries. Sustainable foodservice practices included local and organic food procurement, gardens onsite, vegetarian menus, re-serving unopened portion-controlled items, traditional foods, and food waste composting. Four themes were identified: initiating drivers, supporting enablers, challenges, and influence. Initiating drivers that “sparked” sustainable practices included the values of individuals or the hospital (e.g., community, environmental, or religious values), logical solutions to a problem, or government requirements. Enablers that facilitated success included motivated individuals, dedicated personnel, supportive leadership, internal protocols, and perceived benefits. External enablers included being part of member organizations, government requirements, and learning from other hospitals. Exemplar hospitals had broader influence, including educating the hospital community, supporting other hospitals, and influencing government policies/targets. Common challenges were staff resistance and inadequate policy directive.
Interpretation: These findings examine the successful international cases of sustainable hospital foodservices to provide a global overview to assist with strategic planning both within hospitals and within governing bodies.
5 citations
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TL;DR: Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology as mentioned in this paper, and it offers an accessible and theoretically flexible approach to analysing qualitative data.
Abstract: Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.
103,789 citations
""I teach it because it is the bigge..." refers methods in this paper
...This was part of the analytical process as giving codes to data enabled a rigorous evaluation, including the search for larger patterns of congruence, meanings and points of thematic convergence across the data sets (Braun and Clarke 2006)....
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TL;DR: Upon returning to the U.S., author Singhal’s Google search revealed the following: in January 2001, the impeachment trial against President Estrada was halted by senators who supported him and the government fell without a shot being fired.
23,419 citations
""I teach it because it is the bigge..." refers background or methods in this paper
...board however, there is also a need to focus on innovators, early adopters and the majority (Rogers 2003) in order to achieve transformational change, rather than overinvest time and energy in dissenters....
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...There are techniques to get dissenters on board however, there is also a need to focus on innovators, early adopters and the majority (Rogers 2003) in order to achieve transformational change, rather than overinvest time and energy in dissenters....
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TL;DR: The CFIR provides a pragmatic structure for approaching complex, interacting, multi-level, and transient states of constructs in the real world by embracing, consolidating, and unifying key constructs from published implementation theories.
Abstract: Many interventions found to be effective in health services research studies fail to translate into meaningful patient care outcomes across multiple contexts. Health services researchers recognize the need to evaluate not only summative outcomes but also formative outcomes to assess the extent to which implementation is effective in a specific setting, prolongs sustainability, and promotes dissemination into other settings. Many implementation theories have been published to help promote effective implementation. However, they overlap considerably in the constructs included in individual theories, and a comparison of theories reveals that each is missing important constructs included in other theories. In addition, terminology and definitions are not consistent across theories. We describe the Consolidated Framework For Implementation Research (CFIR) that offers an overarching typology to promote implementation theory development and verification about what works where and why across multiple contexts. We used a snowball sampling approach to identify published theories that were evaluated to identify constructs based on strength of conceptual or empirical support for influence on implementation, consistency in definitions, alignment with our own findings, and potential for measurement. We combined constructs across published theories that had different labels but were redundant or overlapping in definition, and we parsed apart constructs that conflated underlying concepts. The CFIR is composed of five major domains: intervention characteristics, outer setting, inner setting, characteristics of the individuals involved, and the process of implementation. Eight constructs were identified related to the intervention (e.g., evidence strength and quality), four constructs were identified related to outer setting (e.g., patient needs and resources), 12 constructs were identified related to inner setting (e.g., culture, leadership engagement), five constructs were identified related to individual characteristics, and eight constructs were identified related to process (e.g., plan, evaluate, and reflect). We present explicit definitions for each construct. The CFIR provides a pragmatic structure for approaching complex, interacting, multi-level, and transient states of constructs in the real world by embracing, consolidating, and unifying key constructs from published implementation theories. It can be used to guide formative evaluations and build the implementation knowledge base across multiple studies and settings.
8,080 citations
""I teach it because it is the bigge..." refers background or methods in this paper
...Nevertheless, the Consolidated Framework for Implementation Research (Damschroder et al. 2009) reminds us that educators need more than knowledge and skill development if SHE is to be successfully incorporated into health professions education....
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...A gap analysis was conducted and mapped to the Consolidated Framework for Implementation Research (CFIR) (Damschroder et al. 2009) to consider the broad range of multi-level factors that may influence successful incorporation of SHE....
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01 Jan 2014
1,655 citations
""I teach it because it is the bigge..." refers methods in this paper
...Open-ended responses were thematically analysed using an inductive approach for deriving categories from the text (Mayring 2014)....
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TL;DR: For example, the authors found that in the classes where teachers describe their approach to teaching as having a focus on what they do and on transmitting knowledge, students are more likely to report that they adopt a surface approach to the learning of that subject, but less strongly, in classes where students report adopting significantly deeper approaches to learning, teaching staff report adopting approaches to teaching that are more oriented towards students and to changing the students conceptions.
Abstract: This paper reports on an empirical study which shows that qualitatively different approaches to teaching are associated with qualitatively different approaches to learning More specifically, the results indicate that in the classes where teachers describe their approach to teaching as having a focus on what they do and on transmitting knowledge, students are more likely to report that they adopt a surface approach to the learning of that subject Con- versely, but less strongly, in the classes where students report adopting significantly deeper approaches to learning, teaching staff report adopting approaches to teaching that are more oriented towards students and to changing the students conceptions The study made use of a teaching approach inventory derived from interviews with academic staff, and a modified approach to learning questionnaire These conclusions are derived from a factor and cluster analysis of 48 classes (involving 46 science teachers and 3956 science students) in Australian universities The results complete a chain of relations from teacher thinking to the outcomes of student learning Previous studies have shown relations between teachers' conceptions of teaching and learning and their approaches to teaching Numerous studies have shown corre- lations between students' deeper approaches to learning and higher quality learning outcomes The results reported here link these two sets of studies They also highlight the importance, in attempts to improve the quality of student learning, of discouraging teacher-focused transmis- sion teaching and encouraging higher quality, conceptual change/student-focused approaches to teaching
1,425 citations
""I teach it because it is the bigge..." refers background in this paper
...If educators interpret sustainability concepts narrowly, they will convey that view to their students, thereby reducing their ability to recognise sustainability issues when they see it and expand upon it in their future industry (Trigwell et al. 1999; Reid and Petocz 2006; Christie et al. 2015)....
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