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Journal ArticleDOI: 10.1080/0142159X.2020.1844876

"I teach it because it is the biggest threat to health": Integrating sustainable healthcare into health professions education.

04 Mar 2021-Medical Teacher (Taylor & Francis)-Vol. 43, Iss: 3, pp 325-333
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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Topics: Health care (71%), Public health (65%)
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Open accessJournal ArticleDOI: 10.1080/0142159X.2020.1860207
Emily Shaw1, Sarah Walpole2, Michelle McLean3, Carmen Álvarez-Nieto4  +29 moreInstitutions (24)
19 Feb 2021-Medical Teacher
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...

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Topics: Health care (51%)

11 Citations


Open accessPosted ContentDOI: 10.1101/2021.06.11.21258793
Lal A1, Walsh E1, Weatherell A1, Claudia Slimings1Institutions (1)
16 Jun 2021-medRxiv
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.

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Topics: Health care (59%), Public health (56.99%), Global health (55%) ... show more

1 Citations


Open accessDOI: 10.1002/JAC5.1412
01 May 2021-
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.

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Topics: Health care (65%), Stewardship (64%), Social determinants of health (56%) ... show more

1 Citations


Open accessJournal ArticleDOI: 10.3390/SU132011207
11 Oct 2021-Sustainability
Abstract: Balancing the adoption of environmentally sustainable food systems in Australian healthcare and aged care settings whilst meeting nutritional requirements has never been more critical. This scoping review aimed to identify: the major authoritative reports/guidelines related to healthy and environmentally sustainable food procurement and foodservice in aged care and healthcare services released by international and Australian governments/organizations; and the scope of healthy and environmentally sustainable food procurement and foodservice research and training initiatives in aged care and healthcare services implemented in Australia over the past decade. A systematic search yielded n = 17 authoritative reports/guidelines and n = 20 publications describing Australian research and training initiatives. Implementation of healthy and sustainable food procurement and foodservices were limited by staff knowledge and self-efficacy, and unsupportive management. Further intervention and monitoring of healthy and sustainable food procurement and foodservice practices is needed. Whilst professionals working in and managing these services require upskilling to apply evidence-based approaches, no system-wide training programs are currently available. There is an urgent need to resolve the existing gap between recommendations to adopt environmentally sustainable practices and staff training across these sectors.

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Topics: Procurement (55%), Sustainability (52%), Health care (51%) ... show more

Open accessJournal ArticleDOI: 10.1016/J.JOCLIM.2021.100086
Sarah McKinnon1, Suellen Breakey1, Jenny Fanuele1, Debra E. Kelly1  +4 moreInstitutions (2)
29 Oct 2021-
Abstract: Health professionals have key roles in addressing the health consequences of climate change. Climate change is the leading public health concern of the 21st century and has implications for population health globally. Our changing climate is exacerbating health conditions with both acute consequences as well as chronic health conditions including nutrition and food security; food- and water-related challenges; vector-borne illnesses; and extreme weather outcomes that include social disruption, physical displacement, injuries and death, and mental health consequences. Greenhouse gas emissions (GGEs) are responsible for the impact on climate and health. Expanding an understanding of the impact of climate and associated deleterious health consequences is critical in health professions education and within an interprofessional framework. A scoping review methodology was conducted of peer-reviewed academic and grey literature via bibliographic databases that included MEDLINE via PubMed, CINAHL Complete via Ebscohost, ERIC via Ebscohost, and Google Scholar. A total of 111 articles were included in our review with 74 papers yielded that were discussion papers, 24 quantitative studies, 4 qualitative studies, 1 mixed methods paper, 1 systematic review, 3 scoping reviews,1 integrative review, 1 toolkit and 2 posters/abstracts. Thematic analysis yielded five themes: curriculum (with subthemes of environmental sustainability, climate change and health, and planetary health); knowledge, attitudes, and skills; interprofessional education; educational strategies; and content. The results of this scoping review suggest that most literature was published in the disciplines of medicine and nursing and that few papers focused on the importance of interprofessional engagement among health professionals related to climate change and associated health consequences.

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Topics: Interprofessional education (64%), Population health (61%), Public health (60%) ... show more

References
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45 results found


Journal ArticleDOI: 10.1191/1478088706QP063OA
Virginia Braun1, Victoria Clarke2Institutions (2)
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.

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77,018 Citations


Open accessJournal ArticleDOI: 10.1097/00125817-200303000-00003
Thomas W. Valente1Institutions (1)
Abstract: 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. Within minutes, using cell phones, the opposition leaders broadcast a text message “Go 2EDSA. Wear blck” to folks on their telephone lists. The recipients, in turn, forwarded the message to others. The electronic ripples led the military to withdraw support, and the government fell without a shot being fired.

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21,846 Citations


Open accessJournal ArticleDOI: 10.1186/1748-5908-4-50
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.

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5,733 Citations


Journal ArticleDOI: 10.1023/A:1003548313194
01 Jan 1999-Higher Education
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

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Topics: Teaching and learning center (67%), Active learning (67%), Cooperative learning (65%) ... show more

1,372 Citations



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