Education for the Anthropocene: Planetary health, sustainable health care, and the health workforce

Barna, Stefi; Marić, Filip; Simons, Julia; Kumar, Shashank; Blankestijn, Peter J.

doi:10.1080/0142159x.2020.1798914

Cited by 42 publications

(29 citation statements)

References 32 publications

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“…Since the industrial revolution, human development has harnessed the power of fossil fuels and other natural resources and rapidly reshaped environments to meet our needs. The scale of urbanization, industrial agriculture and anthropogenic carbon emissions has, however, led to a range of global environmental changes, including deforestation, biodiversity loss, ocean acidification and air, water and soil pollution and climate change (Frumkin and Haines 2019;Barna et al 2020)collectively referred to in this Statement as ecological crisis.…”

Section: Introductionmentioning

confidence: 99%

AMEE Consensus Statement: Planetary health and education for sustainable healthcare

et al. 2021

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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

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Section: Introductionmentioning

confidence: 99%

AMEE Consensus Statement: Planetary health and education for sustainable healthcare

et al. 2021

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“…The interest of integrating topics and approaches rather than separate disciplines in higher education course offerings is that there is no need to shoehorn another course into an already packed curriculum. Having learning outcomes such as values, knowledge and skills in an approach can help with integration in health professional education (35). These topics can be included throughout educational programs as case studies, individual lectures and mandatory readings to support what is already being taught, allowing practitioners to have a more complete view of upstream drivers of health.…”

Section: Discussionmentioning

confidence: 99%

Biodiversity and Human Health Interlinkages in Higher Education Offerings: A First Global Overview

Cianfagna

Bolon

Martins

et al. 2021

Front. Public Health

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Introduction: Biodiversity is inextricably linked to human health. As an important area of research of the Convention on Biological Diversity and a key avenue for the dissemination of biodiversity and health knowledge, we investigated how well-embedded biodiversity and health interlinkages are in institutional higher education offerings.Methods: Using One Health education programs as a starting point, we collected a global list of institutions potentially carrying out education in the links between biodiversity and health through previously published research, academic partners of global conglomerates, and our own networks. We then analyzed the offerings from these institutions to determine the degree of integration of biodiversity and health interlinkages.Results: We found 105 educational offerings in biodiversity and health interlinkages from 89 institutions in 30 countries. These were primarily found in faculties of public health, veterinary sciences, and medicine, with varying degrees of coverage of the interlinkages.Conclusion: Education incorporating the links between biodiversity and health exists globally, but should be more widely integrated, particularly through inter-faculty and inter-institutional collaboration.

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“…The productive interaction of all facets of health professions' education systems can lead to novel approaches to issues related to sustainability and human health situated within a complex system (Plsek and Greenhalgh 2001). This productive interaction has been clearly exemplified by the many existing and evolving tools and resources on environmental sustainability in HPE, including eco-social approaches to health and planetary health, that are available for institutional adaptation (Walpole et al 2019;Barna et al 2020;Huss et al 2020;Parkes et al 2020). In advancing needed organizational change in the health and educational systems, the simultaneous convening of an environmental and social accountability 'partnership pentagram' (Figure 2, Woollard 2006) and using an appreciative inquiry approach (Watkins and Stavros 2009) has proven effective in both high and low resource contexts (Rourke 2006;Green-Thompson et al 2017).…”

Section: Translating Vision Into Actionmentioning

confidence: 99%

Education for sustainable healthcare: Leadership to get from here to there

et al. 2020

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The current global crises, including climate, COVID-19, and environmental change, requires global collective action at all scales. These broad socio-ecological challenges require the engagement of diverse perspectives and ways of knowing and the meaningful engagement of all generations and stages of personal and professional development. The combination of systems thinking, change management, quality improvement approaches and models, appreciative/strength-based approaches, narratives, storytelling and the strengths of Indigenous knowledges, offer synergies and potential that can set the stage for transformative, strengths-based education for sustainable healthcare (ESH). The need for strong leadership to enact a vision for ESH is outlined here with the intent to enable and nurture the conditions for change, ultimately improving health and wellbeing across generations.

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Education for the Anthropocene: Planetary health, sustainable health care, and the health workforce

Cited by 42 publications

References 32 publications

AMEE Consensus Statement: Planetary health and education for sustainable healthcare

AMEE Consensus Statement: Planetary health and education for sustainable healthcare

Biodiversity and Human Health Interlinkages in Higher Education Offerings: A First Global Overview

Education for sustainable healthcare: Leadership to get from here to there

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