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Siemon M, Diekema AR, Calabria RA. Cross sectional survey of attitudes on sustainability and climate change among baccalaureate nursing faculty and students. NURSE EDUCATION TODAY 2024; 140:106268. [PMID: 38833756 DOI: 10.1016/j.nedt.2024.106268] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/26/2024] [Revised: 05/14/2024] [Accepted: 05/29/2024] [Indexed: 06/06/2024]
Abstract
BACKGROUND Nurse educators are critical to ensuring future nurses are prepared to meet healthcare needs due to climate change. AIM The purpose of this research was to assess the attitudes of nursing students and faculty on sustainability and climate change in nursing and nursing education. DESIGN This study used a descriptive, cross-sectional online survey of nursing students and faculty recruited online and at national conferences. SETTINGS Online survey. PARTICIPANTS A convenience sample of students and faculty were recruited from a national student nursing convention and a national meeting of community health nursing educators along with the principal investigator's university. Additional faculty were recruited from national nursing education organization email listservs. Eligibility criteria included adults 18 years or older who are enrolled students or faculty in an undergraduate nursing program. METHODS Participants completed the Sustainability Attitudes in Nursing Survey (SANS_2) survey online. Survey responses were downloaded and analyzed using IBM SPSS. RESULTS Independent sample Mann-Whitney U tests of responses from faculty and students was significantly different, p = 0.047, for the question "Issues about climate change should be included in the nursing curriculum". Comparison of SANS_2 overall means from first-year nursing students in other countries showed lower mean scores among first-year U.S. students that climate and sustainability are important issues of nursing and nursing education. Comparison of faculty overall SANS_2 means found greater support for including climate change and sustainability among U.S. nursing faculty when compared with faculty from South Carolina. CONCLUSIONS The results of the survey found differences in support among baccalaureate faculty and students for including climate change and sustainability in nursing education. Additional research into the effectiveness of learning activities needs to be done by nurse educators and researchers as part of on-going efforts to ensure future nursing students understand the impact of climate change on health.
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Affiliation(s)
- Mark Siemon
- Southern Utah University, 351 W University Blvd. SCA 108, Cedar City, UT 84720, United States of America.
| | | | - Roxanne Amerson Calabria
- Clemson University, Emeritus College, 511 Westinghouse Rd, Pendleton, SC 29670, United States of America.
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Chambers J, Alberti H, Harrison M, Mulgrew N. Sustainable quality improvement: An essential ingredient for sustainability in modern medical curricula? CLINICAL TEACHER 2024:e13776. [PMID: 38711395 DOI: 10.1111/tct.13776] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2023] [Accepted: 04/07/2024] [Indexed: 05/08/2024]
Abstract
BACKGROUND Health care delivery contributes a significant carbon footprint in the United Kingdom, and paradoxically climate change is linked to poorer human health outcomes. New General Medical Council (GMC) requirements mandate medical graduates must be able to apply sustainable care to their practice. Implementation of sustainable health care (SHC) teaching is a new challenge for medical schools, and there are several identified barriers including an overcrowded curriculum, lack of expertise within faculties, lack of institutional support and inadequate assessment techniques. APPROACH We established a new SHC curriculum spiralling throughout the overall medical curriculum, and as part of this introduced a sustainable quality improvement (susQI) project to our final year cohort. SusQI considers the environmental, social and financial impacts as well as patient and population outcomes. Our students undertook this in their final year GP assistantships. EVALUATION We sought multi-sourced data through focus groups, formal end of placement feedback, informal feedback and external feedback. We applied thematic analysis to focus group transcriptions and triangulated with the other data sources. We identified some common themes: First, susQI was enjoyed and valuable; second, it allowed meaningful participation; third, it created a co-learning environment; and fourth, timing and curriculum placement are important when integrating susQI. IMPLICATIONS SusQI can implement SHC into the overcrowded medical curriculum in a low cost, low resource manner without the need for experienced faculty. SusQI is empowering for students and grants them an active team role. Expansion into secondary and tertiary care is feasible, and we contend that susQI can be placed in other health care curricula.
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Affiliation(s)
- Jenna Chambers
- Newcastle University Medical School, Newcastle upon Tyne, UK
| | - Hugh Alberti
- Newcastle University Medical School, Newcastle upon Tyne, UK
| | | | - Nicola Mulgrew
- Newcastle University Medical School, Newcastle upon Tyne, UK
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Latham SG, Williams RL, Grover LM, Rauz S. Achieving net-zero in the dry eye disease care pathway. Eye (Lond) 2024; 38:829-840. [PMID: 37957294 DOI: 10.1038/s41433-023-02814-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2023] [Revised: 09/27/2023] [Accepted: 10/25/2023] [Indexed: 11/15/2023] Open
Abstract
Climate change is a threat to human health and wellbeing across the world. In recent years, there has been a surge in awareness of this crisis, leading to many countries and organisations setting "net-zero" targets. This entails minimising carbon emissions and neutralising remaining emissions by removing carbon from the atmosphere. At the 2022 United Nations Climate Change Conference (COP27), commitments to transition away from fossil fuels and augment climate targets were underwhelming. It is therefore imperative for public and private sector organisations to demonstrate successful implementation of net-zero and set a precedent for the global political consensus. As a top 10 world employer, the United Kingdom National Health Service (NHS) has pledged to reach net-zero by 2045. The NHS has already taken positive steps forward, but its scale and complexity as a health system means stakeholders in each of its services must highlight the specifications for further progress. Dry eye disease is a chronic illness with an estimated global prevalence of 29.5% and an environmentally damaging care pathway. Moreover, environmental damage is a known aggravator of dry eye disease. Worldwide management of this illness generates copious amounts of non-recyclable waste, utilises inefficient supply chains and involves recurrent follow-up appointments and prescriptions. By mapping the dry eye disease care pathway to environmental impact, in this review we will highlight seven key areas in which reduced emissions and pollution could be targeted. Examining these approaches for improved environmental sustainability is critical in driving the transformation needed to preserve our health and wellbeing.
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Affiliation(s)
- Samuel G Latham
- Academic Unit of Ophthalmology, Institute of Inflammation and Ageing, College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK
- Birmingham and Midland Eye Centre, Sandwell and West Birmingham NHS Trust, Birmingham, UK
| | - Richard L Williams
- School of Chemical Engineering, College of Engineering and Physical Sciences, University of Birmingham, Birmingham, UK
- Healthcare Technologies Institute, University of Birmingham, Birmingham, UK
| | - Liam M Grover
- School of Chemical Engineering, College of Engineering and Physical Sciences, University of Birmingham, Birmingham, UK
- Healthcare Technologies Institute, University of Birmingham, Birmingham, UK
| | - Saaeha Rauz
- Academic Unit of Ophthalmology, Institute of Inflammation and Ageing, College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK.
- Birmingham and Midland Eye Centre, Sandwell and West Birmingham NHS Trust, Birmingham, UK.
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Chen EY, Forrester C, McEvoy AM, Singleton J. Pharmacy students' perceptions on environmental sustainability in pharmacy education and practice. EXPLORATORY RESEARCH IN CLINICAL AND SOCIAL PHARMACY 2023; 12:100366. [PMID: 38045651 PMCID: PMC10692703 DOI: 10.1016/j.rcsop.2023.100366] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2023] [Revised: 10/31/2023] [Accepted: 11/06/2023] [Indexed: 12/05/2023] Open
Abstract
Background Given the negative environmental impacts of pharmaceuticals, including their contribution to healthcare's carbon footprint, pharmacists have a role in responding to the climate and biodiversity crises. Knowledge and education are required to support transitions to environmentally sustainable pharmacy practice (ESPP). The aim of this study was to explore Australian undergraduate pharmacy students' knowledge and attitudes towards environmental sustainability and ESPP curriculum content. Methods Participants were surveyed using an anonymous online questionnaire deployed using Qualtrics. The questionnaire comprised of two main sections: the 15-item New Ecological Paradigm (NEP) scale to determine participants' environmental attitude score, and section on students' perceptions and curricular experience of environmentally sustainable practice which was adapted from previously published surveys. The invitation with survey link was disseminated via social media, Australian pharmacy student organisations, and direct approach. Quantitative data were reported descriptively. Qualitative data from responses to open-ended questions were analysed thematically using a reflexive, recursive approach. Incomplete survey responses were excluded from the analysis. Results Of the 164 complete responses, 99% had previously received information on environmental sustainability. However, only 10% were knowledgeable about ESPP and only 8.5% were aware of ESPP content in their pharmacy school curriculum. Importantly, 70% of respondents saw ESPP as relevant to their future pharmacy practice, and 94% believed the pharmacy profession has a responsibility to undertake sustainability initiatives in the delivery of pharmaceutical care. Conclusions Australian pharmacy students lacked knowledge of ESPP and few reported having curricular exposure to ESPP content in their pharmacy degrees. Therefore, ESPP content is an important area for development in pharmacy curricula.
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Affiliation(s)
- Esa Y.H. Chen
- Centre for Health Economics, Monash University, Melbourne, Australia
| | - Catherine Forrester
- Faculty of Pharmacy & Pharmaceutical Sciences, Monash University, Melbourne, Australia
| | - Aisling M. McEvoy
- Faculty of Pharmacy & Pharmaceutical Sciences, Monash University, Melbourne, Australia
| | - Judith Singleton
- Faculty of Health, Queensland University of Technology, Brisbane, Australia
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Breakey S, Starodub R, Nicholas PK, Wong J. A cross-sectional study to assess faculty and student knowledge of climate change and health: Readiness for curricular integration. J Adv Nurs 2023; 79:4716-4731. [PMID: 37278094 DOI: 10.1111/jan.15729] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2022] [Revised: 05/06/2023] [Accepted: 05/21/2023] [Indexed: 06/07/2023]
Abstract
AIMS To examine the perceived knowledge, attitudes and beliefs regarding climate change and health of academic faculty and students in programmes for health professionals and to identify barriers/facilitators to and resources required for curriculum integration. DESIGN Cross-sectional survey eliciting quantitative and open-ended responses. METHODS A 22-question survey to assess climate-health knowledge/attitudes/beliefs was distributed to all students and faculty (n = 224) at one academic institution in the United States. Open-ended questions addressed barriers, facilitators and required resources. Descriptive statistics are reported, and thematic analysis was used to identify themes from open-ended responses. RESULTS Response rate was 15%. Most respondents (76%) were between 20 and 34 years old. The majority were from nursing (39%), occupational therapy (13%) and communication speech disorders (12.5%). Most respondents perceived climate change as relevant to direct patient care (78%) and believed that it is impacting the health of individuals (86%) and should be integrated into curricula (89%). Yet, most (60%) reported modest to no knowledge about the health impacts. Faculty reported little to no comfort teaching climate change and health concepts (76%). Open-ended responses identified student/faculty receptivity and professional/clinical relevance as important facilitators of successful integration. Barriers included intensity of programmes; time and competing curricular priorities; and a lack of faculty expertise, resources, institutional and professional commitment. CONCLUSIONS Most health professions students and faculty indicated that educating future health professionals about climate change and health is important, but existing barriers must be addressed. IMPACT This study addressed student and faculty perceptions of integrating climate change and health into health professions curricula. Discipline-specific and interprofessional educational approaches are necessary to optimize future health professionals' efforts to prevent and mitigate climate change impacts for at-risk patients, communities and populations.
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Affiliation(s)
- Suellen Breakey
- Center for Climate Change, Climate Justice, and Health, MGH Institute of Health Professions School of Nursing, Boston, Massachusetts, USA
| | - Roksolana Starodub
- Center for Climate Change, Climate Justice, and Health, MGH Institute of Health Professions School of Nursing, Boston, Massachusetts, USA
| | - Patrice K Nicholas
- Center for Climate Change, Climate Justice, and Health, MGH Institute of Health Professions School of Nursing, Boston, Massachusetts, USA
| | - John Wong
- MGH Institute of Health Professions School of Nursing, Boston, Massachusetts, USA
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Aronsson J, Nichols A, Warwick P, Elf M. Nursing students' and educators' perspectives on sustainability and climate change: An integrative review. J Adv Nurs 2023. [PMID: 37962107 DOI: 10.1111/jan.15950] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2023] [Revised: 10/03/2023] [Accepted: 10/23/2023] [Indexed: 11/15/2023]
Abstract
AIM To identify and synthesize research on the awareness, attitudes and action related to sustainability and climate change from the perspective of nursing students and educators globally. DESIGN Integrative review. METHODS The review was guided by Whittemore and Knafl. Included studies were appraised using the Mixed Methods Appraisal Tool. A deductive content analysis based on Elo and Kyngäs' methodology was employed. DATA SOURCES CINAHL, MEDLINE, EMBASE, Web of Science, British Education Index, GreenFILE and Scopus were searched up to the 8th November 2022. RESULTS Thirty-two studies were included in the review. Two studies included nursing educators in their samples, the rest focused solely on students. Findings suggest that whilst some students were aware of sustainability issues and felt that nurses have a responsibility to mitigate climate change, others showed limited awareness and believed that nurses have more important priorities. A global interest was seen among students for increased curricular content related to sustainability and climate change. Waste management and education of others were suggested actions students can take; however, barriers included lack of confidence and limited power. CONCLUSION There is a need for sustainability education within nursing curricula, accompanied by student support. IMPLICATIONS FOR THE PROFESSION The review acts as a starting point to make sustainable healthcare and climate change mitigation integral aspects of nursing. IMPACT Sustainability education within nursing curricula can positively impact on sustainable healthcare and climate change mitigation. More research is needed on the perspectives of nursing educators. REPORTING METHOD The review is reported according to the PRISMA guidelines. PATIENT OR PUBLIC CONTRIBUTION No Patient or Public Contribution.
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Affiliation(s)
- Jennie Aronsson
- Faculty of Health, School of Nursing and Midwifery, University of Plymouth, Plymouth, Devon, UK
| | - Andy Nichols
- Faculty of Health, School of Nursing and Midwifery, University of Plymouth, Plymouth, Devon, UK
| | - Paul Warwick
- Faculty of Arts, Humanities and Business, Institute of Education, University of Plymouth, Plymouth, Devon, UK
| | - Marie Elf
- School of Health and Welfare, Dalarna University, Falun, Sweden
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Sánchez J, Navarro-Galve B, Lesmes M, Rubio M, Gal B. Integrated laboratory classes to learn physiology in a psychology degree: impact on student learning and experience. Front Psychol 2023; 14:1266338. [PMID: 38022968 PMCID: PMC10681090 DOI: 10.3389/fpsyg.2023.1266338] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2023] [Accepted: 09/29/2023] [Indexed: 12/01/2023] Open
Abstract
Physiology is a fundamental discipline to be studied in most Health Science studies including Psychology. Physiology content is perceived by students as rather difficult, who may lack vision on how to relate it with their professional training. Therefore, identifying novel active and more engaging pedagogical strategies for teaching physiology to psychology students may help to fill this gap. In this pilot study, we used the PBL methodology developed around a clinical case to evaluate psychology students' experience and learning in two laboratory classes modalities. The aim of this study was to compare the undergraduates' preference for laboratory classes taught either independently (cohort 1, n = 87 students) or integrated into the PBL-oriented clinical case (cohort 2, n = 92 students) for which laboratory classes were transformed into Integrated Laboratory Classes (ILCs). The students' academic performance was also evaluated to look for quantitative differences between cohorts. We found similar overall academic scores for the Physiology course between cohorts. Interestingly, when we compared the academic scores obtained in the theoretical content from each cohort, we found a significant improvement (p < 0.05) in cohort 2 where the students achieved better results as compared to cohort 1. A subset of students was asked to fill a questionnaire assessment on their experience and found that 78.9% of them preferred integrated laboratory classes over laboratory classes alone. They consistently reported a better understanding of the theoretical content and the value they gave to ILCs for learning. In conclusion, our pilot study suggests that integrating laboratory classes into PBL-oriented clinical contexts help to retain core physiology contents and it can be considered as an engaging learning activity worth implementing in Psychology teaching.
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Affiliation(s)
- Judit Sánchez
- Departamento de Educación y de la Comunicación, Universidad Europea de Madrid, Madrid, Spain
| | - Beatriz Navarro-Galve
- Facultad de Ciencias Biomédicas y de la Salud, Universidad Europea de Madrid, Madrid, Spain
| | - Marta Lesmes
- Departamento de Educación y de la Comunicación, Universidad Europea de Madrid, Madrid, Spain
| | - Margarita Rubio
- Departamento de Medicina, Facultad de Ciencias Biomédicas y de la Salud, Universidad Europea de Madrid, Madrid, Spain
| | - Beatriz Gal
- Facultad de Ciencias de la Salud, Camilo José Cela University, Madrid, Spain
- Departamento de Ciencias Médicas Básicas, Facultad de Medicina, Universidad CEU San Pablo, Madrid, Spain
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Doheny BM, Inglis JJ, Boll KA, Lunos S, Surapaneni VL. Short animated video increases knowledge and perceived comfort in clinical counseling on inequitable health impacts of air pollution among interprofessional health learners and clinicians. BMC MEDICAL EDUCATION 2023; 23:858. [PMID: 37953249 PMCID: PMC10642052 DOI: 10.1186/s12909-023-04785-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/09/2023] [Accepted: 10/18/2023] [Indexed: 11/14/2023]
Abstract
BACKGROUND Air pollution is a major health risk contributing to global morbidity and mortality, yet clinicians do not routinely engage in counseling patients on this topic. Clinicians cite their lack of education as a common barrier. We developed a two-minute animated video on mitigating air pollution health risks and evaluated the efficacy of this video as an educational tool. METHODS In March-June 2021, a convenience sample of Minnesota interprofessional health learners and clinicians viewed the video and completed an electronic survey that assessed pre-/post-video intervention changes in (a) didactic and clinically applied knowledge on health impacts of air pollution, (b) perceived comfort in identifying at-risk patients and counseling them on relevant preventive health behaviors, (c) intentions/barriers to counseling patients, (d) beliefs and attitudes related to the health harms of air pollution, and (e) perceptions of the overall acceptability of the intervention. RESULTS The 218 participants included learners and clinicians in medicine, nursing, and advanced practice provision. Respondents' knowledge scores and self-reported level of comfort in identifying high-risk patients and counseling them on preventative health behaviors increased significantly pre-/post-intervention. The video also effectively altered participants' misperceptions about the health impacts of air pollution. While less than half of participants (43.6%) reported they intended to engage in counseling patients as a result of watching the video, 52.3% indicated they might do so. Lack of time during clinical encounters and lack of training were reported as persistent barriers to engaging in this counseling. Overall, participants found the video to be an effective educational tool, indicating that they wanted their colleagues and patients to watch the video and would like to see further short, animated videos on other environmental health topics. CONCLUSIONS A two-minute animated educational video significantly improved knowledge of inequitable health impacts of air pollution and improved perceived comfort in identifying and counseling at-risk patients among health professional learners and clinicians regardless of profession, level of training, or pre-intervention knowledge level. Academic health professional training programs and health systems should consider adopting this modality as a tool for educating learners, clinicians, and patients on environmental health risks.
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Affiliation(s)
- Brenna M Doheny
- Department of Family Medicine and Biobehavioral Health, University of Minnesota Medical School, Duluth campus, 1035 University Drive, Duluth, MN, 55812-3031, USA.
| | - Jack J Inglis
- Hennepin Healthcare, 701 Park Avenue, MN, Minneapolis, 55415, USA
| | - Karly A Boll
- Hennepin Healthcare, 701 Park Avenue, MN, Minneapolis, 55415, USA
| | - Scott Lunos
- Biostatistical Design and Analysis Center, Clinical and Translational Science Institute, University of Minnesota, Minneapolis, MN, USA
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Vandenberg SY. Planetary Health: Preparing Nursing Students for the Future. Nurse Educ 2023; 48:293-297. [PMID: 37043297 DOI: 10.1097/nne.0000000000001420] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/13/2023]
Abstract
BACKGROUND Climate change around the globe is impacting human and planetary health at unprecedented rates. Nurses are well positioned to act as climate leaders, given their critical role globally. PROBLEM Current and future nurses must work to mitigate climate-related health effects. It is necessary that a planetary health approach is integrated into nursing education. APPROACH Curricular modifications, using the Planetary Health Education Framework, are presented, which will promote awareness and understanding of climate health among future nurses. The framework is grounded in equity, which is well suited to nursing education, and can be readily adapted into current nursing curricula. OUTCOMES Recommendations for nursing education are presented within the 5 domains of the framework. CONCLUSIONS Future nurses are called on to be exemplary planetary health communicators, educators, advocates, and leaders. The Planetary Health Education Framework promotes nursing leadership in practice and in advocating for a climate-resistant future.
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Bevan J, Blyth R, Russell B, Holtgrewe L, Cheung AHC, Austin I, Shah V, Butler M, Fraser S. Planetary health and sustainability teaching in UK medical education: A review of medical school curricula. MEDICAL TEACHER 2023; 45:623-632. [PMID: 36503358 DOI: 10.1080/0142159x.2022.2152190] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/18/2023]
Abstract
BACKGROUND The doctors of the future need to be empowered to deliver healthcare sustainably while protecting their patients' health in the context of a degrading environment. This study aimed to objectively review the extent and nature of the teaching of planetary health and sustainability topics in UK medical education. METHODS A multi-centre national review of the timetabled teaching sessions in medical courses in the UK during the academic year 2020/2021 against the General Medical Council's adopted 'Educating for Sustainable Healthcare - Priority Learning Outcomes'. Medical students were recruited and reviewed the entirety of their own institution's online teaching materials associated with core teaching sessions using a standardised data collection tool. Learning outcome coverage and estimated teaching time were calculated and used to rank participating medical schools. RESULTS 45% of eligible UK medical schools were included in the study. The extent of teaching varied considerably amongst courses. Mean coverage of the 13 learning outcomes was 9.9 (SD:2.5) with a mean estimated teaching time of 140 min (SD:139). Courses with dedicated planetary health and sustainability sessions ranked best. CONCLUSION There is large disparity in the education that medical students receive on these topics. Teaching may not adequately prioritise sustainability or reflect advances in planetary health knowledge.[Box: see text].
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Affiliation(s)
- James Bevan
- Faculty of Medicine, University of Southampton, Southampton, UK
| | - Rachel Blyth
- NHS Foundation Trust, St. George's University Hospitals, London, UK
| | | | - Lydia Holtgrewe
- Faculty of Medicine, University of Southampton, Southampton, UK
| | | | - Isobel Austin
- Faculty of Medicine, University of Southampton, Southampton, UK
| | - Viraj Shah
- Faculty of Medicine, Imperial College, London, UK
| | - Megan Butler
- Medical School, University of Bristol, Bristol, UK
| | - Simon Fraser
- School of Primary Care, Population Sciences and Medical Education, Faculty of Medicine, University of Southampton, Southampton, UK
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Howard C, MacNeill AJ, Hughes F, Alqodmani L, Charlesworth K, de Almeida R, Harris R, Jochum B, Maibach E, Maki L, McGain F, Miller J, Nirmala M, Pencheon D, Robertson S, Sherman JD, Vipond J, Yin H, Montgomery H. Learning to treat the climate emergency together: social tipping interventions by the health community. Lancet Planet Health 2023; 7:e251-e264. [PMID: 36889866 DOI: 10.1016/s2542-5196(23)00022-0] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2022] [Revised: 12/06/2022] [Accepted: 01/25/2023] [Indexed: 06/18/2023]
Abstract
Accelerating the decarbonisation of local and national economies is a profound public health imperative. As trusted voices within communities around the world, health professionals and health organisations have enormous potential to influence the social and policy landscape in support of decarbonisation. We assembled a multidisciplinary, gender-balanced group of experts from six continents to develop a framework for maximising the social and policy influence of the health community on decarbonisation at the micro levels, meso levels, and macro levels of society. We identify practical, learning-by-doing approaches and networks to implement this strategic framework. Collectively, the actions of health-care workers can shift practice, finance, and power in ways that can transform the public narrative and influence investment, activate socioeconomic tipping points, and catalyse the rapid decarbonisation needed to protect health and health systems.
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Affiliation(s)
- Courtney Howard
- Cumming School of Medicine, University of Calgary, Calgary, AB, Canada; Dahdaleh Institute for Global Health Research, York University, Toronto, Canada; Blavatnik School of Government, University of Oxford, Oxford, UK.
| | - Andrea J MacNeill
- Department of Surgery, University of British Columbia, Vancouver, BC, Canada
| | | | | | - Kate Charlesworth
- Climate Risk and Net Zero Unit, New South Wales Health, Sydney, NSW, Australia
| | - Roberto de Almeida
- Instituto Ideia Ambiental, Foz do Iguaçu, Brazil; Federal University of Latin American Integration, Foz do Iguaçu, Brazil
| | - Roger Harris
- Faculty of Medicine and Health, University of Sydney, Sydney, NSW, Australia; CODA Change, Sydney, NSW, Australia
| | | | - Edward Maibach
- Center for Climate Change Communication, George Mason University, Fairfax, VA, USA
| | - Lwando Maki
- Department of Medicine, University of Cape Town, Cape Town, South Africa
| | - Forbes McGain
- Western Health, Melbourne, VIC, Australia; Department of Critical Care, University of Melbourne, Melbourne, VIC, Australia
| | - Jeni Miller
- Global Climate and Health Alliance, San Francisco, CA, USA
| | | | - David Pencheon
- Health and Sustainable Development, Medical and Health School, University of Exeter, Exeter, UK
| | | | - Jodi D Sherman
- Yale School of Medicine, Yale University, New Haven, CT, USA; Yale School of Public Health, Yale University, New Haven, CT, USA
| | - Joe Vipond
- Cumming School of Medicine, University of Calgary, Calgary, AB, Canada
| | - Hao Yin
- School of Population and Public Health, University of British Columbia, Vancouver, BC, Canada; Yale School of Public Health, Yale University, New Haven, CT, USA; Department of Economics, University of Southern California, Los Angeles, CA, USA
| | - Hugh Montgomery
- CODA Change, Sydney, NSW, Australia; Intensive Care Medicine, University College London, London, UK
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Moro C, McLean M, Phelps C. Embedding planetary health concepts in a pre-medical physiology subject. MEDICAL TEACHER 2023; 45:179-186. [PMID: 36070483 DOI: 10.1080/0142159x.2022.2118041] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE There are increasing calls for planetary health (which includes sustainable healthcare) to be included in tertiary health professions education. With already busy curricula, particularly in medicine, educators need to find innovative ways of integrating these important concepts without adding to learners' workload. This study investigated whether planetary health concepts could be integrated into a Physiology subject as a stop-gap approach while longitudinal planning for longitudinal curriculum integration was underway. MATERIALS AND METHODS Each week, a planetary health fact (Did you know?) with a corresponding link were embedded at the bottom of a relevant PowerPoint lecture slide to match the topic of the week in a health science and medicine Physiology subject. The embedded facts were a mix of effects on health and the environmental impacts of healthcare activities, such as medical imaging. No other formal planetary health teaching was conducted in the subject. At the end of the semester, 44% of 100 students completed a survey regarding their perceptions of the planetary health inclusions. RESULTS Participants reported an appreciation of the facts, found them helpful for their overall learning, and were interested in learning about healthcare's large environmental footprint. Seventy-one percent were able to provide a reasonable definition of planetary health. Half of the participants reported their actions, behaviours, and thoughts had changed as a result of the planetary health inclusions. CONCLUSIONS This study provides a relatively simple approach for individual educators to include planetary health concepts into existing health professions subjects until more longitudinal curriculum revisions can be undertaken. Based on our findings, we would, however, recommend providing students with a brief introduction in terms of why planetary health has been included either at the start of the first lecture or as a 10-min video.
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Affiliation(s)
- Christian Moro
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Australia
| | - Michelle McLean
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Australia
| | - Charlotte Phelps
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Australia
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Brady Bates O, Walsh A, Stanistreet D. Factors influencing the integration of planetary health topics into undergraduate medical education in Ireland: a qualitative study of medical educator perspectives. BMJ Open 2023; 13:e067544. [PMID: 36639205 PMCID: PMC9843183 DOI: 10.1136/bmjopen-2022-067544] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/15/2023] Open
Abstract
AIMS Planetary health is a transdisciplinary field that explores the relationship between the escalating climate and environmental crises and human health. In light of the human health cost arising from planetary health issues, there is a need to educate future medical practitioners accordingly. This study investigates the factors influencing the integration of planetary health into undergraduate medical education at an Irish university and makes recommendations for future practice. METHODS A qualitative descriptive study design was employed. Twelve semi-structured interviews were conducted with academic staff actively involved in teaching on the undergraduate medical curriculum at Royal College of Surgeons in Ireland University of Medicine and Health Sciences. Both barriers and facilitators to integrating planetary heath into the curriculum were explored. Braun and Clarke's thematic analysis was used to analyse the findings. RESULTS Barriers to integration include: a lack of curricular space, a perceived lack of awareness among students and educators and a potential lack of knowledge among educators and senior management in relation to these issues. These barriers were tempered by significant facilitators suggesting a shifting paradigm within institutions, innovative approaches to content delivery and an increasing demand from undergraduate medical students. CONCLUSION This study found a demand from medical educators for the integration of planetary health topics into the medical curriculum. It is suggested that significant adaptation of existing medical curricula is required both in Ireland and further afield, to meet this need. Recommendations based on the barriers and facilitators that emerged during the analysis include: emphasising the clinical relevance of these topics, as suggested by the current evidence base; promoting senior and departmental leadership; and emphasising the potential for improvements in institutional prestige.
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Affiliation(s)
- Oisin Brady Bates
- Public Health and Primary Care, Trinity College Dublin, Dublin, Ireland
- Department of Public Health and Epidemiology, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Aisling Walsh
- Department of Public Health and Epidemiology, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Debbi Stanistreet
- Department of Public Health and Epidemiology, Royal College of Surgeons in Ireland, Dublin, Ireland
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Greenwald L, Blanchard O, Hayden C, Sheffield P. Climate and health education: A critical review at one medical school. Front Public Health 2023; 10:1092359. [PMID: 36711353 PMCID: PMC9878448 DOI: 10.3389/fpubh.2022.1092359] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2022] [Accepted: 12/23/2022] [Indexed: 01/13/2023] Open
Abstract
Introduction As medical schools continue to improve and refine their undergraduate curricula, they are also redefining the roadmap for preparing future generations of physicians. Climate change is a critical topic to integrate into medical education. This period of change for undergraduate medical education coincides with a surge in interest and design efforts for climate and health curricula in health professional education, but this nascent field has yet to be solidly institutionalized. To continue to grow the number of medical students who achieve competency in the effects of climate change on individual health and the health of the planet during their training, we must examine what has worked to date and continue to shift our approach as curricular changes are implemented for feasibility and relevancy. Objective and methods In the present study, we assessed the "climate and health" content at one northeastern U.S. medical school that is undergoing an overhaul of their entire curriculum to explore strategies to deliver more robust climate health education in the context of the educational redesign. We conducted 1) a retrospective review of the now four-year-old initiative to investigate the sustainability of the original content, and 2) semi-structured interviews with lecturers, course directors, and medical education coordinators involved in implementation, and with faculty tasked with developing the upcoming curricular redesign. Results and discussion Of the original implementation plan, the content was still present in nine of the 14 lectures. Themes determined from our conversations with involved faculty included the need for 1) a shared vision throughout the content arc, 2) further professional development for faculty, and 3) involvement of summative assessment for students and the content itself to ensure longevity. The interviews also highlighted the importance of developing climate-specific resources that fit within the school's new curricular priorities. This critical review can serve as a case study in curriculum to inform other schools undergoing similar changes.
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Affiliation(s)
- Lucy Greenwald
- Department of Environmental Medicine and Public Health, Icahn School of Medicine at Mount Sinai, New York, NY, United States
| | - Olivia Blanchard
- Department of Environmental Medicine and Public Health, Icahn School of Medicine at Mount Sinai, New York, NY, United States
| | - Colleen Hayden
- The Leni and Peter W. May Department of Medical Education, Icahn School of Medicine at Mount Sinai, New York, NY, United States
| | - Perry Sheffield
- Department of Environmental Medicine and Public Health, Icahn School of Medicine at Mount Sinai, New York, NY, United States,Departments of Environmental Medicine, Public Health, and Pediatrics, Icahn School of Medicine at Mount Sinai, New York, NY, United States,*Correspondence: Perry Sheffield ✉
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Berniak-Woźny J, Rataj M. Towards Green and Sustainable Healthcare: A Literature Review and Research Agenda for Green Leadership in the Healthcare Sector. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:908. [PMID: 36673663 PMCID: PMC9858978 DOI: 10.3390/ijerph20020908] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/25/2022] [Revised: 12/21/2022] [Accepted: 12/22/2022] [Indexed: 06/17/2023]
Abstract
The health sector is one of the keys to sustainable development. Although it is directly related to only one Sustainable Development Goal (Goal 3, "Ensuring a healthy life and promoting well-being at all ages"), the sector itself, which aims to protect health, is paradoxically at the same time the main emitter of environmental pollutants that have a negative impact on health itself. Therefore, sustainability has become a key priority for health sector organizations, and leadership in this area is essential at all levels. Scientific research plays a particular role here, helping to more clearly define the links between environmental sustainability and the health effects of a polluted environment and climate change as well as indicating the direction of actions needed and disseminating good practices that can help accelerate the adoption of efforts towards climate neutrality and sustainable development of health sector organizations. The aim of this article is to present the current state of the art and future research scenarios in the field of green and sustainable healthcare through a literature review by using the Preferred Reporting Items for Systematic Reviews Meta-Analyses (PRISMA) method to perform a bibliometric analysis of papers published in 2012-2022. The Web of Science Core Collection (WoSCC) database is used for this purpose. A total of 144 papers are included for analysis, categorized based on eight fields: author(s), title, year of publication, country, journal, scientific category, and number of citations. Based on the results, themes for future research on green leadership in the healthcare sector are identified and recommended.
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Affiliation(s)
- Justyna Berniak-Woźny
- Department of Management, University of Information Technology and Management, 35-225 Rzeszów, Poland
| | - Małgorzata Rataj
- Department of Cognitive Science and Mathematical Modeling, University of Information Technology and Management, 35-225 Rzeszow, Poland
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Cerceo E, Vasan N. Creating Environmental Health Leaders When Educators Are Learning Too. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2023; 10:23821205231219162. [PMID: 38130832 PMCID: PMC10734366 DOI: 10.1177/23821205231219162] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/19/2023] [Accepted: 11/20/2023] [Indexed: 12/23/2023]
Abstract
The climate crisis is upon us, already exacting a health cost, with likely acceleration over our lifetimes. Our existing medical curricula do not adequately prepare medical students to deal with climate health nor to be leaders in the public health sphere. Current faculty have themselves not often been exposed to climate health training nor often to leadership training. This affords a unique opportunity for creative implementation of strategies to educate both faculty and students on how leadership skill building can complement the science and policy of climate health.
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Affiliation(s)
- Elizabeth Cerceo
- Division of Hospital Medicine, Department of Medicine, Cooper University Healthcare, Cooper Medical School of Rowan University, Camden, New Jersey, USA
| | - Nagaswami Vasan
- Department of Biomedical Sciences, Cooper Medical School of Rowan University, Camden, New Jersey, USA
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Oudbier J, Sperna Weiland NH, Boerboom T, Ravesloot JH, Peerdeman S, Suurmond J. An evidence-based roadmap to integrate planetary health education into the medical curriculum. MEDICAL TEACHER 2022; 45:1-5. [PMID: 36395753 DOI: 10.1080/0142159x.2022.2137015] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
The urgency for action on climate change is regarded as the defining issue of our time. Planetary health education prepares future healthcare professionals to promote the health of the planet, including sustainable healthcare. This has potential benefits for the healthcare system, patients, community, and the environment. However, many educators are not confident in explaining and inspiring students and many deans and educational staff report challenges when integrating planetary health into education. The roadmap presented in this paper uses evidence from medical education literature to support medical schools with implementing this type of education. The roadmap can be used as a guide for educators, university leadership, and policy-makers in the design of planetary health education.
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Affiliation(s)
- Janique Oudbier
- Department of Public and Occupational Health, Amsterdam UMC - University of Amsterdam, Amsterdam, Netherlands
- Academic Centre for Dentistry, Amsterdam, Netherlands
| | - Nicolaas H Sperna Weiland
- Department of Anesthesiology, Amsterdam UMC, Amsterdam, Netherlands
- Centre for Sustainable Healthcare, Amsterdam UMC, Amsterdam, Netherlands
| | - Tobias Boerboom
- Faculty of Veterinary Medicine, Utrecht University, Utrecht, Netherlands
| | | | - Saskia Peerdeman
- Department of Neurological Surgery, Amsterdam UMC, Amsterdam, Netherlands
| | - Jeanine Suurmond
- Department of Public and Occupational Health, Amsterdam UMC - University of Amsterdam, Amsterdam, Netherlands
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18
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Nordrum OL, Kirk A, Lee SA, Haley K, Killilea D, Khalid I, Pérez EC, Waters I, Yan R, Zulfiqar S, Stanistreet D. Planetary health education in medical curricula in the Republic of Ireland. MEDICAL TEACHER 2022; 44:1237-1243. [PMID: 35583294 DOI: 10.1080/0142159x.2022.2072279] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
BACKGROUND The World Health Organization considers climate change an urgent global health challenge requiring prioritised action. A recent global survey reported that only 15% of medical schools have incorporated climate change and health into the curriculum. OBJECTIVES This research study was carried out from November 2020 and April 2021 using the Planetary Health Report Card (PHRC) initiative to assess the current level of planetary health teaching in medical schools in the Republic of Ireland. PHRC is a student-led international public initiative, which aims to compare medical schools using a planetary health report card. The assessment was submitted as a final report to the Irish Medical Council and to the medical schools involved. RESULTS Very few learning outcomes in Irish medical curricula directly address or include the concept of planetary health. Inclusion of specific topics remains reliant on individual lecturer interest. While most universities have excellent research centres which cover specific aspects of planetary health, the links between these institutes and medical schools have not been created. CONCLUSIONS Overall, there are promising examples of planetary health themes throughout the current Irish medical curricula, however, these remain poorly implemented or embedded within the curricula. Medical schools should incorporate education on planetary health to ensure graduates are equipped as to become medical leaders practising in a changing world.
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Affiliation(s)
| | - Aoife Kirk
- Department of General Medicine, Mater Misericordiae University Hospital, Dublin, Ireland
| | - Sadhbh A Lee
- Department of Public Health and Epidemiology, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Kathryn Haley
- Department of Public Health and Epidemiology, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - David Killilea
- School of Medicine, University College Dublin, Dublin, Ireland
| | - Iffat Khalid
- School of Medicine, Trinity College Dublin, Dublin, Ireland
| | | | - Isabel Waters
- School of Medicine, Trinity College Dublin, Dublin, Ireland
| | - Ruth Yan
- School of Medicine, University College Cork, Cork, Ireland
| | - Sana Zulfiqar
- School of Medicine, Trinity College Dublin, Dublin, Ireland
| | - Debbi Stanistreet
- Department of Public Health and Epidemiology, Royal College of Surgeons in Ireland, Dublin, Ireland
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López-Medina IM, Álvarez-García C, Parra-Anguita L, Sanz-Martos S, Álvarez-Nieto C. Perceptions and concerns about sustainable healthcare of nursing students trained in sustainability and health: A cohort study. Nurse Educ Pract 2022; 65:103489. [DOI: 10.1016/j.nepr.2022.103489] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2022] [Revised: 09/22/2022] [Accepted: 10/27/2022] [Indexed: 11/06/2022]
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Seritan AL, Coverdale J, Brenner AM. Climate Change and Mental Health Curricula: Addressing Barriers to Teaching. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2022; 46:551-555. [PMID: 35314961 PMCID: PMC8936385 DOI: 10.1007/s40596-022-01625-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Affiliation(s)
| | | | - Adam M Brenner
- University of Texas Southwestern Medical Center, Dallas, TX, USA
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21
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Bakkum MJ, Loobeek BJ, Richir MC, Papaioannidou P, Likic R, Sanz EJ, Christiaens T, Costa JN, Dima L, de Ponti F, Kramers C, van Smeden J, van Agtmael MA, Tichelaar J. Teaching resources for the European Open Platform for Prescribing Education (EurOP 2E)-a nominal group technique study. NPJ SCIENCE OF LEARNING 2022; 7:23. [PMID: 36180446 PMCID: PMC9523648 DOI: 10.1038/s41539-022-00141-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/30/2022] [Accepted: 09/02/2022] [Indexed: 06/16/2023]
Abstract
The European Open Platform for Prescribing Education (EurOP2E) seeks to improve and harmonize European clinical pharmacology and therapeutics (CPT) education by facilitating international collaboration and sharing problem-based, online, open educational resources. The COVID-19 pandemic forced teachers to switch to virtual modalities, highlighting the need for high-quality online teaching materials. The goal of this study was to establish the online problem-based teaching resources needed to sustain prescribing education during the pandemic and thereafter. A nominal group technique study was conducted with prescribing teachers from 15 European countries. Results were analyzed through thematic analysis. In four meetings, 20 teachers from 15 countries proposed and ranked 35 teaching materials. According to the participants, the most necessary problem-based-online teaching materials related to three overarching themes. Related to learning outcomes for CPT, participants proposed creating prescription scenarios, including materials focusing on background knowledge and resources on personalized medicine and topical/ethical issues such as the prescription's impact on planetary health. Second, related to teaching, they proposed online case discussions, gamification and decision support systems. Finally, in relation to faculty development, they recommend teacher courses, a repository of reusable exam questions and harmonized formularies. Future work will aim to collaboratively produce such materials.
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Affiliation(s)
- Michiel J Bakkum
- Amsterdam UMC, Vrije Universiteit Amsterdam, Department of Internal Medicine, Section Pharmacotherapy, De Boelelaan 1117, 1081 HV, Amsterdam, Netherlands.
- Research and Expertise Centre in Pharmacotherapy Education (RECIPE), De Boelelaan 1117, 1081 HV, Amsterdam, The Netherlands.
| | - Bryan J Loobeek
- Amsterdam UMC, Vrije Universiteit Amsterdam, Department of Internal Medicine, Section Pharmacotherapy, De Boelelaan 1117, 1081 HV, Amsterdam, Netherlands
- Research and Expertise Centre in Pharmacotherapy Education (RECIPE), De Boelelaan 1117, 1081 HV, Amsterdam, The Netherlands
| | - Milan C Richir
- Amsterdam UMC, Vrije Universiteit Amsterdam, Department of Internal Medicine, Section Pharmacotherapy, De Boelelaan 1117, 1081 HV, Amsterdam, Netherlands
- Research and Expertise Centre in Pharmacotherapy Education (RECIPE), De Boelelaan 1117, 1081 HV, Amsterdam, The Netherlands
| | - Paraskevi Papaioannidou
- European Association for Clinical Pharmacology and Therapeutics (EACPT) Education Working Group, Frankfurt, Germany
- Aristotle University of Thessaloniki, Faculty of Health Sciences, School of Medicine, Department of Pharmacology, Thessaloniki, Greece
| | - Robert Likic
- European Association for Clinical Pharmacology and Therapeutics (EACPT) Education Working Group, Frankfurt, Germany
- University of Zagreb School of Medicine and Clinical Hospital Centre Zagreb, Unit of Clinical Pharmacology, Zagreb, Croatia
| | - Emilio J Sanz
- European Association for Clinical Pharmacology and Therapeutics (EACPT) Education Working Group, Frankfurt, Germany
- Universidad de La Laguna, school of Health Sciences, Tenerife, Spain and Hospital Universitario de Canarias. La Laguna, Tenerife, Spain
| | - Thierry Christiaens
- European Association for Clinical Pharmacology and Therapeutics (EACPT) Education Working Group, Frankfurt, Germany
- Department of Basic and Applied Medical Sciences, Ghent University, Section Clinical Pharmacology, Ghent, Belgium
| | - João N Costa
- European Association for Clinical Pharmacology and Therapeutics (EACPT) Education Working Group, Frankfurt, Germany
- Laboratory of Clinical Pharmacology and Therapeutics, Faculty of Medicine, University of Lisbon, Lisbon, Portugal
| | - Lorena Dima
- European Association for Clinical Pharmacology and Therapeutics (EACPT) Education Working Group, Frankfurt, Germany
- Transilvania University of Brașov, Faculty of Medicine, Brașov, Romania
| | - Fabrizio de Ponti
- Department of Medical and Surgical Sciences, Pharmacology Unit, Alma Mater Studiorum, University of Bologna, Bologna, Italy
| | - Cornelis Kramers
- Department of Internal Medicine and Pharmacology-Toxicology, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Jeroen van Smeden
- Division of education, Centre for Human Drug Research, Leiden, The Netherlands
| | - Michiel A van Agtmael
- Amsterdam UMC, Vrije Universiteit Amsterdam, Department of Internal Medicine, Section Pharmacotherapy, De Boelelaan 1117, 1081 HV, Amsterdam, Netherlands
- Research and Expertise Centre in Pharmacotherapy Education (RECIPE), De Boelelaan 1117, 1081 HV, Amsterdam, The Netherlands
- European Association for Clinical Pharmacology and Therapeutics (EACPT) Education Working Group, Frankfurt, Germany
| | - Jelle Tichelaar
- Amsterdam UMC, Vrije Universiteit Amsterdam, Department of Internal Medicine, Section Pharmacotherapy, De Boelelaan 1117, 1081 HV, Amsterdam, Netherlands
- Research and Expertise Centre in Pharmacotherapy Education (RECIPE), De Boelelaan 1117, 1081 HV, Amsterdam, The Netherlands
- European Association for Clinical Pharmacology and Therapeutics (EACPT) Education Working Group, Frankfurt, Germany
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22
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Gupta D, Shantharam L, MacDonald BK. Sustainable healthcare in medical education: survey of the student perspectives at a UK medical school. BMC MEDICAL EDUCATION 2022; 22:689. [PMID: 36151552 PMCID: PMC9508793 DOI: 10.1186/s12909-022-03737-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2021] [Accepted: 08/08/2022] [Indexed: 05/28/2023]
Abstract
BACKGROUND It is now a General Medical Council requirement to incorporate education for sustainable healthcare (ESH) into medical curricula. To date, research has focussed on the perspectives of educators and which sustainable healthcare topics to include in teaching. Therefore, due to this gap in the literature, we have investigated the perspectives of medical students in the UK regarding current and future incorporation of ESH in medical education. METHODS A survey was circulated to 851 clinical year medical students and students intercalating after completing at least one clinical year in a London University. The anonymous survey consisted of sections on the environmental impact, current teaching and future teaching of ESH. RESULTS One hundred sixty-three students completed the survey. 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 ESH 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 study has stressed the lack of current sustainable healthcare teaching in the medical curriculum. There is student demand for ESH, however, uncertainty remains regarding who is best placed to facilitate ESH, how it should be delivered, and whether there is a gender discrepancy regarding sustainable healthcare importance, emphasising the need to close the gap between educational rhetoric and action.
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Affiliation(s)
- Dhruv Gupta
- St George’s University of London, Cranmer Terrace, Tooting, London, SW17 0RE UK
| | - Lahvanya Shantharam
- St George’s University of London, Cranmer Terrace, Tooting, London, SW17 0RE UK
| | - Bridget K MacDonald
- St George’s University Hospitals NHS Foundation Trust, Blackshaw Road, London, SW17 0QT UK
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Asaduzzaman M, Ara R, Afrin S, Meiring JE, Saif-Ur-Rahman KM. Planetary Health Education and Capacity Building for Healthcare Professionals in a Global Context: Current Opportunities, Gaps and Future Directions. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph191811786. [PMID: 36142057 PMCID: PMC9517386 DOI: 10.3390/ijerph191811786] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/12/2022] [Revised: 09/11/2022] [Accepted: 09/15/2022] [Indexed: 05/05/2023]
Abstract
The emerging concept of planetary health needs to be discussed in a more organized and sustainable way within the global public health and healthcare disciplines. Therefore, planetary health should be considered a cardinal component of the global academic framework for healthcare professionals. The availability of related curricula and courses is crucial to equip health professionals in this relatively new discipline of planetary health. In this review article, we aimed to explore published articles and online databases of courses to summarize the available planetary health education opportunities and discussions for health professionals, to identify the gaps in resource allocation and to suggest future recommendations. We observed a visible resource inequity in the global south with the lack of a universal planetary health module for healthcare professionals. Additionally, there is minimal inclusion of allied health disciplines in this learning process. We therefore recommend a dedicated network of motivated healthcare professionals and regional hubs with an agenda to ensure a comprehensive, uniform, and inclusive planetary health education curriculum and practice.
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Affiliation(s)
- Muhammad Asaduzzaman
- Department of Community Medicine and Global Health, Institute of Health and Society, Faculty of Medicine, University of Oslo, 0450 Oslo, Norway
- Planetary Health Alliance, Boston, MA 02115, USA
- Planetary Health Working Group, Be-Cause Health, Institute of Tropical Medicine, Nationalestraat 155, 2000 Antwerp, Belgium
- Correspondence: ; Tel.: +47-96835658
| | - Rifat Ara
- Infectious Diseases Division, icddr,b, Dhaka 1212, Bangladesh
| | - Sadia Afrin
- Health Systems and Population Studies Division, icddr,b, Dhaka 1212, Bangladesh
| | - James E. Meiring
- Department of Infection, Immunity and Cardiovascular Disease, University of Sheffield, Sheffield S10 2JF, UK
| | - K. M. Saif-Ur-Rahman
- Health Systems and Population Studies Division, icddr,b, Dhaka 1212, Bangladesh
- College of Medicine, Nursing and Health Sciences, University of Galway, H91 TK33 Galway, Ireland
- Evidence Synthesis Ireland and Cochrane Ireland, University of Galway, H91 TK33 Galway, Ireland
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Alhassan AI. Implementing Faculty Development Programs in Medical Education Utilizing Kirkpatrick's Model. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:945-954. [PMID: 36039186 PMCID: PMC9419723 DOI: 10.2147/amep.s372652] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/28/2022] [Accepted: 07/18/2022] [Indexed: 06/15/2023]
Abstract
Since the 1970s, the definition of faculty development has evolved from improving teaching skills and classroom performance to a full range of activities involving teaching, leadership, mentorship of students, and impacting institutional culture. Unfortunately, in many educational programs, the focus of faculty development is still on classroom performance and research activities. This is troubling given the increased competitive nature of higher education in general, and even medical education, to attract the best students. The purpose of this article is to demonstrate how the Kirkpatrick model can be used as a framework for the development, implementation, and management of a comprehensive faculty development program. An important gap exists within the academic literature regarding a lack of discussion and analysis about how faculty development can be implemented in a way that helps healthcare faculty improve their skills in all areas of academic performance. At the same time, there is a lack of discussion and analysis about the need for medical schools to align faculty development with larger institutional goals and outcomes. The discussion included in this article serves to begin the process of filling that gap within the academic literature by demonstrating that the Kirkpatrick model can be used to implement and manage faculty development programs in which there is an institutional focus rather than an individual focus. By focusing on faculty development that is aligned with larger institutional goals, medical schools can be more competitive and better serve the future healthcare professionals they are training.
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Affiliation(s)
- Abdulaziz I Alhassan
- Department of Medical Education, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
- King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
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25
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Bakkum MJ, Richir MC, van Agtmael MA, Tichelaar J. Sustainable medicines use in clinical practice-It is time to help the teacher. Br J Clin Pharmacol 2022; 88:3030-3031. [PMID: 35384020 DOI: 10.1111/bcp.15340] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2021] [Revised: 02/24/2022] [Accepted: 03/15/2022] [Indexed: 11/30/2022] Open
Affiliation(s)
- Michiel J Bakkum
- Section Pharmacotherapy, Department of Internal Medicine, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Research and Expertise Centre in Pharmacotherapy Education (RECIPE), Amsterdam, The Netherlands
| | - Milan C Richir
- Section Pharmacotherapy, Department of Internal Medicine, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Research and Expertise Centre in Pharmacotherapy Education (RECIPE), Amsterdam, The Netherlands
| | - Michiel A van Agtmael
- Section Pharmacotherapy, Department of Internal Medicine, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Research and Expertise Centre in Pharmacotherapy Education (RECIPE), Amsterdam, The Netherlands
| | - Jelle Tichelaar
- Section Pharmacotherapy, Department of Internal Medicine, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Research and Expertise Centre in Pharmacotherapy Education (RECIPE), Amsterdam, The Netherlands
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McLean M, Gibbs T. Addressing Code Red for humans and the planet: We are in this together. MEDICAL TEACHER 2022; 44:462-465. [PMID: 35259057 DOI: 10.1080/0142159x.2022.2040733] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Climate change is one of the greatest threats to human health. It is not surprising that following one of the hottest years on record (2019) and wildfires on almost all continents that the 2021 Intergovernmental Panel on Climate Change and the 2021 Lancet Countdown on Climate Change identified a Code Red for humanity and for a healthy future. In addition, just prior to the November 2021 Conference of the Parties (COP26), the World Health Organization released its Special Report, The Health Argument for Climate Action, in which the global health community provided 10 recommendations for policymakers and governments for greener, cleaner and more sustainable action to ensure a healthy and just future. There is thus an urgent need for socially and environmentally accountable health professions education to pick up the pace in terms of climate change, planetary health and/or sustainable health care integration in curricula. Considerable work has already been undertaken by faculty and students. As we are in this together, students and faculty can collaborate and build upon the work already undertaken to ensure universities are social and environmentally accountable.
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Affiliation(s)
- Michelle McLean
- Faculty of Health Sciences & Medicine, Bond University, Gold Coast, Australia
| | - Trevor Gibbs
- Association for Medical Education in Europe (AMEE), Dundee, Scotland
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Zumwalt AC, Carter EE, Gell-Levey IM, Mulkey N, Streed CG, Siegel J. A Novel Curriculum Assessment Tool, Based on AAMC Competencies, to Improve Medical Education About Sexual and Gender Minority Populations. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:524-528. [PMID: 34108379 DOI: 10.1097/acm.0000000000004203] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
PROBLEM Medical education aspires to mitigate bias in future professionals by providing robust curricula that include perspectives of and practices for caring for sexual and gender minority (SGM) populations; however, implementation of these ideals remains challenging. Medical school leaders motivated to improve curricula on caring for SGM populations must survey their school's current curricula to identify strengths and opportunities for improvement. In 2014, the Association of American Medical Colleges (AAMC) published 30 SGM competencies that curricula should address. Here the authors describe the development of a tool to efficiently assess whether an undergraduate medical education (UME) curriculum adequately incorporates the AAMC-recommended SGM competencies. APPROACH In 2018, Boston University School of Medicine (BUSM) convened a group of faculty and students with experience and expertise regarding SGM health. The group distilled the 30 AAMC competencies into 12 SGM topic areas that should be addressed in any UME curriculum, and they developed a curriculum assessment tool to evaluate the presence and timing of these topic areas in the BUSM curriculum. This tool was distributed to all course and clerkship directors responsible for the required UME curriculum at BUSM to investigate where these topic areas are addressed (May-June 2019). OUTCOMES The curriculum assessment tool identified several strengths in the preclerkship and clerkship curricula, including faculty willingness and enthusiasm to include SGM content. The assessment tool also revealed that some SGM topic areas are underrepresented in the BUSM curriculum, particularly during clerkships. NEXT STEPS The curriculum assessment tool described here is a straightforward, standardized instrument to map SGM topic areas within any UME curriculum. It is designed to be comprehensible by individuals who are not familiar with SGM health. The tool minimizes barriers to medical curricular change by providing a mechanism to assess and understand how SGM health is incorporated into existing curricula.
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Affiliation(s)
- Ann C Zumwalt
- A.C. Zumwalt is associate professor, Department of Anatomy and Neurobiology, Boston University School of Medicine, Boston, Massachusetts; ORCID: https://orcid.org/0000-0002-4557-4273
| | - Erin E Carter
- E.E. Carter is a resident, Division of Urology, Department of Surgery, University of Utah, Salt Lake City, Utah, and, when this report was written, a fourth-year medical student, Boston University School of Medicine, Boston, Massachusetts; ORCID: http://orcid.org/0000-0003-2043-4474
| | - Isabelle M Gell-Levey
- I.M. Gell-Levey is a third-year medical student, Boston University School of Medicine, Boston, Massachusetts; ORCID: https://orcid.org/0000-0003-0756-7563
| | - Nat Mulkey
- N. Mulkey is a resident, Department of Psychiatry, University of Vermont, Burlington, Vermont, and, when this report was written, a fourth-year medical student, Boston University School of Medicine, Boston, Massachusetts; ORCID: https://orcid.org/0000-0003-4399-6074
| | - Carl G Streed
- C.G. Streed Jr is assistant professor, Section of General Internal Medicine, and research lead, Center for Transgender Medicine and Surgery, Boston Medical Center, Boston, Massachusetts; ORCID: https://orcid.org/0000-0003-3075-253X
| | - Jennifer Siegel
- J. Siegel is assistant professor, Section of General Internal Medicine, and director, Center for Transgender Medicine and Surgery, Boston Medical Center, Boston, Massachusetts; ORCID: https://orcid.org/0000-0002-5517-8004
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Affiliation(s)
- Anna Moore
- Lewisham and Greenwich NHS Trust, London, UK
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Clery P, d'Arch Smith S, Marsden O, Leedham-Green K. Sustainability in quality improvement (SusQI): a case-study in undergraduate medical education. BMC MEDICAL EDUCATION 2021; 21:425. [PMID: 34384400 PMCID: PMC8358256 DOI: 10.1186/s12909-021-02817-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/22/2021] [Accepted: 06/01/2021] [Indexed: 05/04/2023]
Abstract
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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Affiliation(s)
- Philippa Clery
- Bristol Medical School, University of Bristol, 1-5 Whiteladies road, Clifton, Bristol, BS8 1NU, UK.
- University Hospitals Bristol and Weston NHS Foundation Trust, Bristol, UK.
| | | | - Oliver Marsden
- Bristol Medical School, University of Bristol, 1-5 Whiteladies road, Clifton, Bristol, BS8 1NU, UK
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Monsell A, Krzanowski J, Page L, Cuthbert S, Harvey G. What mental health professionals and organisations should do to address climate change. BJPsych Bull 2021; 45:215-221. [PMID: 33947498 PMCID: PMC8499631 DOI: 10.1192/bjb.2021.17] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/20/2022] Open
Abstract
AIMS AND METHOD The climate change emergency is also a mental healthcare emergency. We seek to provide a framework for what mental health professionals and organisations should do to make their practice more sustainable. RESULTS There are ethical, legal and organisational imperatives to make mental healthcare more sustainable. Mental healthcare must be refocused with an emphasis on prevention, building social capital and community resilience. Patients must be empowered to manage their own mental health. Efficiencies should be found within the system. Low-carbon ways to deliver care must be found, measured and improved upon. Greater adaptability needs to be built into the system to mitigate the impact of climate change. Sustainability should be integrated into training programmes, and good examples of practice shared and celebrated. CLINICAL IMPLICATIONS Mental health organisations and individuals must act now to prevent and adapt for the climate and ecological emergency. Sustainable practice is also good practice.
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Affiliation(s)
- Adam Monsell
- Camden and Islington Mental Health and Social Care Trust, UK
| | | | - Lisa Page
- Sussex Partnership NHS Foundation Trust, UK
| | | | - Guy Harvey
- Cumbria Northumberland Tyne and Wear NHS Foundation Trust, UK
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Gendelman R, Preis H, Chandran L, Blair RJ, Chitkara M, Pati S. Healthcare workforce transformation: implementing patient-centered medical home standards in an academic medical center. BMC MEDICAL EDUCATION 2021; 21:313. [PMID: 34078360 PMCID: PMC8173877 DOI: 10.1186/s12909-021-02775-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/13/2021] [Accepted: 05/24/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Large scale implementation of new strategies and healthcare delivery standards in academic medical centers (AMCs) requires training of healthcare workforce at different stages of their medical career. The patient-centered medical home (PCMH) model for healthcare delivery involves adoption by all members of the healthcare workforce, including seasoned professionals and trainees. Though widely known, the PCMH model has been implemented sporadically at large AMCs and methods to implement the model across healthcare workforce have not been well-documented. METHODS To meet all PCMH standards and achieve sustainable level 3 recognition, the authors implemented in 2014-2015 a multi-pronged approach that capitalized on existing educational infrastructure among faculty, residents, and medical students. Within 18 months, the authors applied new interdisciplinary practices and policies, redesigned residency training in continuity practices and extensively modified medical school curricula. RESULTS These innovative transformational education efforts addressed the six PCMH standards for faculty, residents, and undergraduate medical students. Faculty played a major role as system change agents and facilitators of learning. Residents learned to better understand patients' cultural needs, identify 'at-risk' patients, ensure continuity of care, and assess and improve quality of care. Medical students were exposed to PCMH core standards throughout their training via simulations, training in the community and with patients, and evaluation tasks. By implementing these changes across the healthcare workforce, the AMC achieved PCMH status in a short time, changed practice culture and improved care for patients and the community. Since then, the AMC has been able to maintain PCMH recognition annually with minimal effort. CONCLUSIONS Successful strategies that capitalize on existing strengths in infrastructure complemented by innovative educational offerings and inter-professional partnerships can be adapted by other organizations pursuing similar transformation efforts. This widespread transformation across the healthcare workforce facilitate a deep-rooted change that enabled our academic medical center to sustain PCMH recognition.
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Affiliation(s)
- Rebecca Gendelman
- Renaissance School of Medicine, Stony Brook University, NY, Stony Brook, USA
| | - Heidi Preis
- Department of Psychology, Stony Brook University, NY, Stony Brook, USA
- Department of Pediatrics, Renaissance School of Medicine, Stony Brook University, Health Sciences Center Level 11, Suite 20, NY, 11794-8111, Stony Brook, USA
| | - Latha Chandran
- Department of Pediatrics, Renaissance School of Medicine, Stony Brook University, Health Sciences Center Level 11, Suite 20, NY, 11794-8111, Stony Brook, USA
| | - Robyn J Blair
- Department of Pediatrics, Renaissance School of Medicine, Stony Brook University, Health Sciences Center Level 11, Suite 20, NY, 11794-8111, Stony Brook, USA
| | - Maribeth Chitkara
- Department of Pediatrics, Renaissance School of Medicine, Stony Brook University, Health Sciences Center Level 11, Suite 20, NY, 11794-8111, Stony Brook, USA
| | - Susmita Pati
- Department of Pediatrics, Renaissance School of Medicine, Stony Brook University, Health Sciences Center Level 11, Suite 20, NY, 11794-8111, Stony Brook, USA.
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Shaw E, Walpole S, McLean M, Alvarez-Nieto C, Barna S, Bazin K, Behrens G, Chase H, Duane B, El Omrani O, Elf M, Faerron Guzmán CA, Falceto de Barros E, Gibbs TJ, Groome J, Hackett F, Harden J, Hothersall EJ, Hourihane M, Huss NM, Ikiugu M, Joury E, Leedham-Green K, MacKenzie-Shalders K, Madden DL, McKimm J, Nayna Schwerdtle P, Peters S, Redvers N, Sheffield P, Singleton J, Tun S, Woollard R. AMEE Consensus Statement: Planetary health and education for sustainable healthcare. MEDICAL TEACHER 2021; 43:272-286. [PMID: 33602043 DOI: 10.1080/0142159x.2020.1860207] [Citation(s) in RCA: 100] [Impact Index Per Article: 33.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
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 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 future health professionals with the knowledge, values, confidence and capacity to provide environmentally sustainable services through health professions education. We define a health professional as a person who has gained a professional qualification for work in the health system, whether in healthcare delivery, public health or a management or supporting role and education as 'the system comprising structures, curricula, faculty and activities contributing to a learning process'. This Statement is relevant to the full continuum of training - from undergraduate to postgraduate and continuing professional development.
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Affiliation(s)
- Emily Shaw
- Newcastle University, Newcastle Upon Tyne, UK
| | - Sarah Walpole
- Newcastle University, Newcastle Upon Tyne, UK
- Newcastle Upon Tyne Hospitals NHS Foundation Trust, Newcastle Upon Tyne, UK
- Centre for Sustainable Healthcare, Oxford, UK
| | - Michelle McLean
- Faculty of Health Sciences & Medicine, Bond University, Gold Coast, Australia
| | | | - Stefi Barna
- Centre for Sustainable Healthcare, Oxford, UK
| | - Kate Bazin
- Department of Physiotherapy, King's College London, London, UK
| | - Georgia Behrens
- School of Medicine Sydney, The University of Notre Dame Australia, Sydney, Australia
| | | | - Brett Duane
- School of Dentistry, Trinity College Dublin, Dublin, Ireland
| | - Omnia El Omrani
- International Federation of Medical Students' Associations, Copenhagen, Denmark
| | - Marie Elf
- School of Education, Health and Social Studies, Department of Nursing, Dalarna University, Falun, Sweden
| | - Carlos A Faerron Guzmán
- Planetary Health Alliance, Harvard University T H Chan School of Public Health, Boston, MA, USA
| | | | | | - Jonny Groome
- Greener Anaesthesia & Sustainability Project, Great Ormond Street Hospital for Children, London, UK
| | - Finola Hackett
- University of Calgary, CFMS Health and Environment, Lethbridge, Alberta, Canada
| | - Jeni Harden
- University of Edinburgh Usher Institute of Population Health Sciences and Informatics, Edinburgh, UK
| | | | - Maca Hourihane
- Irish Society of Chartered Physiotherapists Special Interest Group for Healthcare Professionals in International Health and Development and Irish Red Cross Society, Dublin, Ireland
| | | | - Moses Ikiugu
- Occupational Therapy, University of South Dakota School of Health Sciences, Vermillion, SD, USA
| | - Easter Joury
- Institute of Dentistry, Barts and The London School of Medicine and Dentistry, Queen Mary University of London, London, UK
| | - Kathleen Leedham-Green
- Medical Education Research Unit, Imperial College London Faculty of Medicine, London, UK
| | | | - Diana Lynne Madden
- School of Medicine Sydney, The University of Notre Dame Australia, Sydney, Australia
| | - Judy McKimm
- Medical School, Swansea University, Swansea, UK
| | | | | | - Nicole Redvers
- Department of Family & Community Medicine, University of North Dakota School of Medicine & Health Sciences, Grand Forks, ND, USA
| | - Perry Sheffield
- Departments of Environmental Medicine and Public Health and Pediatrics, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Judith Singleton
- Pharmacy, School of Clinical Sciences, Faculty of Health, Queensland University of Technology, Brisbane, Australia
| | - SanYuMay Tun
- Imperial College London Centre for Environmental Policy, London, UK
| | - Robert Woollard
- Family Practice, The University of British Columbia, Vancouver, Canada
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Wabnitz K, Galle S, Hegge L, Masztalerz O, Schwienhorst-Stich EM, Eichinger M. [Planetary health-transformative education regarding the climate and sustainability crises for health professionals]. Bundesgesundheitsblatt Gesundheitsforschung Gesundheitsschutz 2021; 64:378-383. [PMID: 33587152 PMCID: PMC7883755 DOI: 10.1007/s00103-021-03289-x] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2020] [Accepted: 01/26/2021] [Indexed: 12/01/2022]
Abstract
Die Dringlichkeit der Klima- und Nachhaltigkeitskrise und ihre Auswirkungen auf die menschliche Gesundheit rücken auch im deutschen Gesundheitswesen zunehmend in den Fokus. Um ein weiteres Fortschreiten der Klima- und Nachhaltigkeitskrise zu verhindern, sind tiefgreifende Transformationsprozesse in allen gesellschaftlichen Sektoren notwendig (z. B. Verkehr, Energieerzeugung, Ernährungssystem). Angehörige der Gesundheitsberufe haben auf Basis ihrer ethischen Verpflichtung des Nichtschadens und ihrer guten Vertrauenswerte in der Gesellschaft das Potenzial, einen wichtigen Beitrag zu den notwendigen Transformationsprozessen zu leisten. Damit sie dieses Potenzial zur Gänze ausschöpfen können, sollten Angehörige der Gesundheitsberufe im Rahmen ihrer Aus‑, Fort- und Weiterbildung bei der Entwicklung von Kompetenzen begleitet werden, die zu transformativem Handeln befähigen. Wir führen in diesem Artikel in das Konzept der planetaren Gesundheit ein, das hierfür sowohl inhaltliche als auch ethische Orientierung gibt. Außerdem geben wir einen Überblick über aktuelle Lehr- und Lernformate und identifizieren Aspekte, die zur Weiterentwicklung der Lehre im Bereich planetare Gesundheit beitragen könnten.
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Affiliation(s)
- Katharina Wabnitz
- Institut für Medizinische Informationsverarbeitung, Biometrie und Epidemiologie (IBE), Pettenkofer School of Public Health, Ludwig-Maximilians-Universität, Elisabeth-Winterhalter-Straße 6, 81377, München, Deutschland. .,The Primary Care Unit, Department of Public Health and Primary Care, University of Cambridge, Cambridge, Großbritannien.
| | - Sophia Galle
- Julius-Maximilians-Universität Würzburg, Würzburg, Deutschland.,Deutsche Allianz Klimawandel und Gesundheit (KLUG e. V.), Berlin, Deutschland
| | - Louise Hegge
- Technische Universität München, München, Deutschland.,Deutsche Allianz Klimawandel und Gesundheit (KLUG e. V.), Berlin, Deutschland
| | | | - Eva-Maria Schwienhorst-Stich
- Zentrum für Studiengangsmanagement und -entwicklung (ZSME), Julius-Maximilians-Universität Würzburg, Würzburg, Deutschland
| | - Michael Eichinger
- Mannheimer Institut für Public Health, Sozial- und Präventivmedizin, Medizinische Fakultät Mannheim der Universität Heidelberg, Mannheim, Deutschland.,Abteilung für Pädiatrische Epidemiologie, Institut für Medizinische Biometrie, Epidemiologie und Informatik, Universitätsmedizin der Johannes-Gutenberg-Universität Mainz, Mainz, Deutschland.,Klinik für Kinder- und Jugendmedizin, Medizinische Fakultät Mannheim der Universität Heidelberg, Mannheim, Deutschland
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McLean M, Gibbs T, McKimm J. Educating for planetary health and environmentally sustainable health care: Responding with urgency. MEDICAL TEACHER 2020; 42:1082-1084. [PMID: 32721202 DOI: 10.1080/0142159x.2020.1795107] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Affiliation(s)
- Michelle McLean
- Faculty of Health Sciences & Medicine, Bond University, Gold Coast, Australia
| | - Trevor Gibbs
- AMEE, Dundee, United Kingdom of Great Britain and Northern Ireland
| | - Judy McKimm
- Program Director, MSc Leadership for the Health Profession, Swansea Medical School, Swansea, Wales
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McKimm J, Redvers N, El Omrani O, Parkes MW, Elf M, Woollard R. Education for sustainable healthcare: Leadership to get from here to there. MEDICAL TEACHER 2020; 42:1123-1127. [PMID: 32776858 DOI: 10.1080/0142159x.2020.1795104] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
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 well-being across generations.
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Affiliation(s)
- Judy McKimm
- Swansea University Medical School, Swansea, UK
| | - Nicole Redvers
- University of North Dakota School of Medicine & Health Sciences, Grand Forks, ND, USA
| | - Omnia El Omrani
- International Federation of Medical Students' Association (IFMSA), Copenhagen, Denmark
| | - Margot W Parkes
- University of Northern British Columbia School of Health Sciences and Northern Medical Program, Prince George, Canada
| | - Marie Elf
- Dalarna University School of Education, Health and Social Studies, Falun, Sweden
| | - Robert Woollard
- Department of Family Practice, University of British Columbia, Vancouver, Canada
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