A framework to guide planetary health education

Guzmán, C.; Aguirre, A. Alonso; Astle, Barbara; Barros, Enrique; Bayles, Brett R.; Chimbari, Moses John; El-Abbadi, Naglaa; Evert, Jessica; Hackett, Finola; Howard, Courtney; Jennings, Jonathan; Krzyzek, Amy; LeClair, Jessica; Marić, Filip; Martin, Olwenn; Osano, Odipo; Patz, Jonathan A.; Potter, Teddie; Redvers, Nicole; Trienekens, Noortje; Walpole, Sarah; Wilson, Lynda; Xu, Chenchen; Zylstra, Matthew J.

doi:10.1016/s2542-5196(21)00110-8

Cited by 148 publications

(170 citation statements)

References 7 publications

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“…Arguably, Global South educators, information and communications technologists, and health and environmental activists have been continuously collaborating to bring together education, environment, and health activism with a social justice lens since the very beginning of the digital era in the 1980s ( 18 ). MOOC design is thus not merely technical but enacts different orientations and ways of being ( 19 ) and reflects the recently published framework to guide planetary health education ( 20 ). For example, digital neocolonialism ( 21 ) might be reinforced by MOOCs rather than MOOCs being a tool to challenge and transform unequal and unhealthy relations.…”

Section: Discussionmentioning

confidence: 97%

Development and Assessment of a Brazilian Pilot Massive Open Online Course in Planetary Health Education: An Innovative Model for Primary Care Professionals and Community Training

Floss

Rodrigues

Dilda

et al. 2021

Front. Public Health

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Introduction: Planetary health (PH) has emerged as a leading field for raising awareness, debating, and finding solutions for the health impacts of human-caused disruptions to Earth's natural systems. PH education addresses essential questions of how humanity inhabits Earth, and how humans affect, and are affected by, natural systems. A pilot massive open online course (MOOC) in PH was created in Brazil in 2020. This MOOC capitalized on the global online pivot, to make the course accessible to a broader audience. This study describes the process of course creation and development and assesses the impact evaluation data and student outcomes of the PH MOOC.Methods: The PH MOOC pilot was launched in Brazilian Portuguese, using the TelessaúdeRS-UFRGS platform on 4/27/2020 and concluded on 7/19/2020 with a total load of 80 h. It was composed of 8 content modules, pre and post-test, 10 topics in a forum discussion, and an optional action plan. This study analyzes the course database, profile of participants, answers to questionnaires, forum interaction, and action plans submitted.Results: Two thousand seven hundred seventy-seven participants enrolled in the course, of which 1,237 (44.54%) gave informed consent for this study. Of the 1,237 participants who agreed to participate in the research, 614 (49.8%) completed the course, and 569 (92.67%) were accredited by TelessaúdeRS-UFRGS. The majority of the participants were concerned with climate change, trained in the health area, and worked in primary health care in places that lacked ongoing sustainability programs. Two hundred forty-one action plans were submitted, major topics identified were food and nutrition, infectious diseases, and garbage and recycling.Discussion: The use of the PH lens and open perspective of the course centered the need to communicate planetary health topics to individuals. The local plans reflected the motto of “think global and act local.” Brazil presents a context of an unprecedented social, political, and environmental crisis, with massive deforestation, extensive fires, and biomass burning altering the biomes, on top of an ongoing necropolitical infodemic and COVID-19 pandemic. In the face of these multiple challenges, this MOOC offers a timely resource for health professionals and communities, encouraging them to address planetary challenges as fundamental health determinants.

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Section: Discussionmentioning

confidence: 97%

Development and Assessment of a Brazilian Pilot Massive Open Online Course in Planetary Health Education: An Innovative Model for Primary Care Professionals and Community Training

Floss

Rodrigues

Dilda

et al. 2021

Front. Public Health

View full text Add to dashboard Cite

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“…Leadership and collaboration to incorporate sustainable healthcare into course accreditation standards will support this (27). A framework by Guzmán et al has been described for planetary health education, which transcends competencies and encompasses the interconnection within nature, the Anthropocene and health, systems thinking, equity and justice, and movement building and systems change (28). While there were few examples of hospitals with a role dedicated to environmentally sustainable foodservices, the direct outcomes, both in the short and in the long term, of dedicated staffing have yet to have been documented.…”

Section: Discussionmentioning

confidence: 99%

The Drivers of Environmentally Sustainable Hospital Foodservices

et al. 2021

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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.

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“…The coronavirus pandemic has made the world much more aware of the threat posed by spillover events in which wildlife infections cross into human populations [ 23 ]. As global health curricula are revised over the next few years, they are likely to integrate more content on climate change and planetary health [ 24 ] and on pandemic preparedness and other forms of emergency management [ 25 ].…”

Section: People and Planetmentioning

confidence: 99%

Global health education for the post-pandemic years: parity, people, planet, priorities, and practices

Jacobsen

Waggett

2022

glob health res policy

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Global health degree programs are now offered by institutions of higher education in most world regions. Based on our review of the curricula for many of these programs, we identified five domains that are central to current global health education. “Parity” emphasizes health equity as the ultimate goal of global health. “People” comprises the social, economic, cultural, and political contributors to health and access to medical care for individuals and communities. “Planet” encompasses various aspects of globalization and environmental health that affect population health. “Priorities” and “practices” include the values, data, and tools used to design, implement, and evaluate partnerships, policies, programs, and other global health interventions in countries of all income levels. The pandemic is likely to increase student demand for global health education from the undergraduate through the graduate and professional levels. Our “5 Ps model of global health education” provides a comprehensive framework for the core student learning objectives for global health today. Knowledge of each of these domains is essential for preparing students for meaningful experiential learning and skilled professional practice in global health.

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A framework to guide planetary health education

Cited by 148 publications

References 7 publications

Development and Assessment of a Brazilian Pilot Massive Open Online Course in Planetary Health Education: An Innovative Model for Primary Care Professionals and Community Training

Development and Assessment of a Brazilian Pilot Massive Open Online Course in Planetary Health Education: An Innovative Model for Primary Care Professionals and Community Training

The Drivers of Environmentally Sustainable Hospital Foodservices

Global health education for the post-pandemic years: parity, people, planet, priorities, and practices

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