Envisioning planetary health in every medical curriculum: An international medical student organization’s perspective

Omrani, Omnia El; Dafallah, Alaa; Castillo, Blanca Paniello; Amaro, Bianca Q. R. C.; Taneja, Sanjana; Amzil, Marouane; Sajib, Refat Uz-Zaman; Ezzine, Tarek

doi:10.1080/0142159x.2020.1796949

Cited by 142 publications

(93 citation statements)

References 12 publications

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“…Similarly, 92% of students did not believe that they had been formally taught about environmentally friendly plans established in the NHS. This echoes El Omrani et al's study, which identi ed that only 15% of 2817 medical schools internationally included teaching about climate change and its impact in a health context [29] However, there is a demand to incorporate SH into their curricula, with 89% stating that this is required. This reinforces Tun's ndings, which state that medical educators describe the "demand from students" as an enabler to introduce further SHT [21].…”

Section: Current Teachingmentioning

confidence: 79%

Sustainable Healthcare In Medical Education: The Student Perspective

Gupta¹,

Shantharam²,

MacDonald³

2021

Preprint

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Background:It is now a General Medical Council requirement to incorporate sustainable healthcare teaching (SHT) into medical curricula. To date, research has focussed on the perspective of educators and which sustainable healthcare topics to include in teaching. However, to our knowledge, no previous study has investigated the perspective of both undergraduate and postgraduate medical students in the UK regarding current and future incorporation of SHT in medical education.Methods:A questionnaire was circulated to clinical year medical students and students intercalating after completing at least one clinical year in a London University. The anonymous questionnaire consisted of sections on the environmental impact, current teaching and future teaching of SHT.Results:163 students completed the questionnaire. 93% of participants believed that climate change is a concern in current society, and only 1.8% thought they have been formally taught what sustainable healthcare is. No participants strongly agreed, and only 5 participants (3.1%) agreed, that they would feel confident in answering exam questions on this topic, with 89% agreeing that more SHT is needed. 60% believe that future teaching should be incorporated in both preclinical and clinical years, with 31% of participants preferring online modules as the method of teaching.Conclusion: Our novel study has stressed the lack of current sustainable healthcare teaching in the medical curriculum. From a student perspective, using online modules throughout medical school presents an attractive method of incorporating sustainable healthcare teaching in the future.

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Section: Current Teachingmentioning

confidence: 79%

Sustainable Healthcare In Medical Education: The Student Perspective

Gupta¹,

Shantharam²,

MacDonald³

2021

Preprint

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“…In fact, we have already started this in Brazil and other Latin American countries. Further discussions and a chance to distribute surveys such as Omrani et al (50) did for climate change with medical students will allow for a more complete picture of higher education offerings in the interlinkages of biodiversity and health.…”

Section: Limitationsmentioning

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 General Medical Council (GMC) mandates that newly qualified UK doctors are “able to apply the principles of sustainable healthcare to medical practice” [ 4 , 5 ] and it is recognised that education for sustainable healthcare (ESH) has an essential role in attaining goals for sustainable development [ 6 , 7 ]. However, there is currently very little ESH in medical curricula [ 8 ] and a lack of evaluative literature available to medical educators for embedding it [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

Sustainability in quality improvement (SusQI): a case-study in undergraduate medical education

et al. 2021

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Background There is a pressing need for more sustainable healthcare. UK medical graduates are required to apply social, economic, and environmental principles of sustainability to their practice. The Centre for Sustainable Healthcare has developed a sustainability in quality improvement (SusQI) framework and educator’s toolkit to address these challenges. We aimed to develop and evaluate SusQI teaching using this toolkit at Bristol Medical School. Methods We facilitated a SusQI workshop for all third-year Bristol Medical School students. We used mixed methods including questionnaires, exit interviews and follow-up focus groups to evaluate the outcomes and processes of learning. Results Students reported: improvements in knowledge, confidence, and attitudes in both sustainable healthcare and quality improvement; increased self-rated likelihood to engage in SusQI projects; and willingness to change practices to reduce environmental impact in their healthcare roles. Factors for successful teaching included: interactivity; collaboration and participation; and real-life, relevant and tangible examples of projects delivered by credible role models. Conclusions Students reported that SusQI education supported by the toolkit was effective at building knowledge and skills, and reframed their thinking on sustainability in quality improvement. Combining the two topics provided enhanced motivation for and engagement in both. Further research is needed on the clinical impacts of SusQI learning.

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Envisioning planetary health in every medical curriculum: An international medical student organization’s perspective

Cited by 142 publications

References 12 publications

Sustainable Healthcare In Medical Education: The Student Perspective

Sustainable Healthcare In Medical Education: The Student Perspective

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

Sustainability in quality improvement (SusQI): a case-study in undergraduate medical education

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