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 sustainable healthcare and promote planetary health. It is intended to inform national and global accreditation standards, planning and action at the institutional level as well as highlight the role of individuals in transforming health professions education. Many countries have agreed to 'rapid, far-reaching and unprecedented changes' to reduce greenhouse gas emissions by 45% within 10 years and achieve carbon neutrality by 2050, including in healthcare. Currently, however, health professions graduates are not prepared for their roles in achieving these changes. Thus, to reduce emissions and meet the 2030 Sustainable Development Goals (SDGs), health professions education must equip undergraduates, and those already qualified, with the knowledge, skills, values, competence and confidence they need to sustainably promote the health, human rights and well-being of current and future generations, while protecting the health of the planet. The current imperative for action on environmental issues such as climate change requires health professionals to mobilize politically as they have before, becoming strong advocates for major environmental, social and economic change. A truly ethical relationship with people and the planet that we inhabit so precariously, and to guarantee a future for the generations which follow, demands nothing less of all health professionals. This Consensus Statement outlines the changes required in health professions education, approaches to achieve these changes and a timeline for action linked to the internationally agreed SDGs. It represents the collective vision of health professionals, educators and students from various health professions, geographic locations and cultures. 'Consensus' implies broad agreement amongst all individuals engaged in discussion on a specific issue, which in this instance, is agreement by all signatories of this Statement developed under the auspices of the Association for Medical Education in Europe (AMEE). To ensure a shared understanding and to accurately convey information, we outline key terms in a glossary which accompanies this Consensus Statement (Supplementary Appendix 1). We acknowledge, however, that terms evolve and that different terms resonate variably depending on factors such as setting and audience. We define education for sustainable healthcare as the process of equipping current and

Relevance:A blended-learning 15 credit module (Interprofessional Working in Acute Care -IWAC) has been developed as an optional module for pre-qualification medical, nursing and physiotherapy students to explore and develop the non-technical and technical skills essential for effective collaborative working in an acute care setting. Its fundamental aim is to enable students to achieve optimum patient outcomes as well as provide sensitive support for both the patient and their family at a time of health crisis.Purpose: The module aims to provide students with learning opportunities to develop, practice and reflect upon the skills for effective, collaborative and patient-centred interprofessional (IP) working in acute care.Approach/Evaluation: A blended, technology-enhanced learning (TEL) approach is adopted: web-based resources to facilitate self-directed learning, clinical observation, simulation-based teaching, collaborative peer group working and reflective practice. High fidelity clinical simulation is a core element of the module using acute care scenarios that were designed so that they could not be managed successfully without IP collaboration. Each student is allocated to an IP group (comprising one student from each professional group) and an IP assignment is part of the assessment. This is a collaborative presentation from each IP group where students reflect on the role of a student from a different profession as well as the non-technical skills utilised to manage the presenting acute care scenario. A mixed method evaluation strategy using feedback from students through national student surveys and module questionnaires has informed module development.Outcomes: IWAC has been a popular optional module and is usually oversubscribed within all faculties. Students have commented favourably on their experience: 100% of students who completed the module in 2014/5 strongly agree that being part of a mixed professional group enhanced learning in this module and that they have gained greater awareness of other healthcare professionals' roles and responsibilities. The value of developing and honing communication skills in a safe yet pressurised simulated environment is a core theme in evaluation data, with 95% of students strongly agreeing that clinical simulation supported integration of knowledge, skills and decision making. Faculty report challenges timetabling students and facilitators from three difficult faculties with differing and often evolving timetables and regret that it is not currently possible to offer this learning opportunity to all senior students. The quality of the simulation experience reported is dependent on availability of highly skilled facilitators and has human resource implications.Discussion and conclusions: Experience and evaluation has prompted open discussion and reflection amongst both students and faculty as to opportunities to extend collaborative learning through simulation to other areas of practice. Enabling students to provide safe, optimal and patient centred care across th...

The 4th European Congress of the ER-WCPT / Physiotherapy 102S (2016) eS1-eS42 Discussion and conclusions: This study has demonstrated that a structured exercise programme had a stabilising effect on the blood glucose and HbA1C levels in children with T1DM.A lack of education towards the effects of exercise on children with T1DM was noted. Practical advice on the quantity and quality of exercise and management of hypoglycaemic events could contribute to better engagement in physical activity.Impact and implications: The results serve to reinforce the notion of a positive outcome on blood glucose levels with exercise for children with T1DM however both children and parents require better education if the management of T1DM in Malta is to include exercise.Funding acknowledgement: Nil.