Environmentally sustainable health care: using an educational intervention to engage the public health medical workforce in Australia

Charlesworth, Kate; Madden, D Lynne; Capon, Anthony

doi:10.1071/nb12097

Cited by 10 publications

(14 citation statements)

References 7 publications

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“…Of these 688 articles, 675 (98%) did not meet inclusion criteria and were excluded from full-text review. Of the thirteen studies that underwent full-text review, six were ultimately determined to be eligible for inclusion in our scoping review [17][18][19][20][21][22][23]. The data extracted from these six studies are presented in Appendix A.…”

Section: Resultsmentioning

confidence: 99%

Interprofessional Climate Change Curriculum in Health Professional Programs: A Scoping Review

Dalapati,

Nick,

Chari

et al. 2023

Education Sciences

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Background: We conducted this scoping review to (1) comprehensively compile the published literature on interprofessional education focused on climate change and health, (2) assess the quality and outcomes of the existing curriculum interventions, and (3) highlight potential areas for further growth. By evaluating published curricular interventions, our goal was to highlight effective and validated developments that could be utilized by health professional educators seeking to include topics on climate change in the curriculum. Methods: We searched Ovid MEDLINE databases (MEDLINE, In-Process, In-Data-Review and Other Non-Indexed Citations, and Epub Ahead of Print), Embase, Clarivate Web of Science, and EBSCOhost Education Abstracts from inception through March 2023. Resulting articles were screened for relevance, and data were extracted from the included studies. The Medical Education Research Study Quality Instrument (MERSQI) was used to assess the quality of each included study. Findings: We screened 688 unique articles, and 6 met inclusion criteria. Publications dated from 2013 to 2023. Three studies included students or healthcare professionals from at least three health profession education programs. The mean MERSQI score was 8·17 (SD = 1·34; range 6–10). Curricular interventions varied by study, and topics included effects of climate change on human health, effect of climate change on extreme weather events and infectious disease exposures, and role of health professionals in climate change communication. Studies did not utilize a two-group comparison design. Most studies used an assessment tool with content validity evidence, but no study provided evidence of validity for internal structure or relationships to other variables. Studies reported that curricular interventions improved outcomes related to both climate change and interprofessional education. Interpretation: Despite the growing call for health professional education focused on climate change and health, there remains a gap in the interprofessional curricular interventions that have been assessed.

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Section: Resultsmentioning

confidence: 99%

Interprofessional Climate Change Curriculum in Health Professional Programs: A Scoping Review

Dalapati,

Nick,

Chari

et al. 2023

Education Sciences

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“…Charlesworth et al (2012, 2013) describe an educational intervention for public health registrars implemented in both the United Kingdom and Australia which included a post-intervention evaluation of awareness, action and advocacy. One of the advocacy objectives was for participants to subsequently facilitate a similar training session themselves.…”

Section: Resultsmentioning

confidence: 99%

“…Based on a preliminary search of literature, it was noted that a number of disciplines in healthcare, including medicine, nursing and pharmacy, have begun to develop educational programmes which focussed on conveying knowledge on environmental sustainability and climate change (Gruenberg et al, 2017; Patrick and Smith, 2011; Richardson et al, 2014; Teherani et al, 2017). In addition, increased attention to the inclusion of health and climate change content within public health curricula has produced an associated growth of resources to support these educational initiatives, including workshops, guidelines and enhanced courses related to population and public health (Charlesworth et al, 2013; Maxwell and Blashki, 2016; Patrick et al, 2016). Such education and training will enable learners to develop and mobilise knowledge related to the environment, climate change and sustainability, specifically as these issues affect health systems and the health of populations as well as contribute to advancing our research-based knowledge of the relevance of the environment, climate change and sustainability for health and health systems.…”

Section: Introductionmentioning

confidence: 99%

Environmental competencies for healthcare educators and trainees: A scoping review

Parker

Berta

Shea

et al. 2019

Health Education Journal

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Background: The health-care community has a responsibility to address the environmental impact of delivering health-care services. Educational programmes present ideal fora to confer ‘environmental competencies’ to future health system leaders, managers, practitioners and researchers. The aim of this review is to synthesise the literature on health-care competencies, education and training of relevance to issues of environmental sustainability and climate change in the health sector. Methods: We conducted a systematic review of English language articles on environmental competencies in healthcare in the MEDLINE, Cumulative Index to Nursing and Allied Health Literature (CINAHL) and ProQuest databases published from inception to April 2019. Thematic analysis and descriptive statistics were used to synthesise the findings and develop a typology of environmental competencies. Results: Of the 902 unique citations, we identified 23 articles that met our inclusion criteria. Environmental competencies that align with general management skills were most frequent (40%), followed by research skills (37%). Three competencies specific to the environment (22%) were identified: resource stewardship ( n = 16), systems thinking ( n = 14) and social and environmental justice ( n = 7). The majority of work was identified in nursing, medicine and public health. Competencies were most commonly embedded in existing curricula or offered as new courses or workshops. Conclusion: Incorporating environmental competencies into education programmes will serve to raise awareness of, and advance the significance of, the health sector’s impact on climate change and environmental sustainability. Our findings that environmental competencies align with previously validated health-care competencies support the perspective that these competencies represent essential knowledge and skills for the health-care workforce.

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“…Similarly, other educational interventions, such as sustainability workshops tailored to health professionals, have shown a positive effect on participants' sense of agency, and empowering beyond knowledge. 32 Qualitatively, participants reported isolation, little to no agency and selfefficacy, and perceived futility of action as barriers to act. Some of them described the PHA as providing a solution.…”

Section: Discussionmentioning

confidence: 99%

The Planetary Health Academy—a virtual lecture series for transformative education in Germany

Gepp

Jung

Wabnitz

et al. 2023

The Lancet Planetary Health

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Environmentally sustainable health care: using an educational intervention to engage the public health medical workforce in Australia

Abstract: This study demonstrated that the workshop is feasible for use in Australia; the modifications and delivery by videoconference were well received.

Cited by 10 publications

References 7 publications

Interprofessional Climate Change Curriculum in Health Professional Programs: A Scoping Review

Interprofessional Climate Change Curriculum in Health Professional Programs: A Scoping Review

Environmental competencies for healthcare educators and trainees: A scoping review

The Planetary Health Academy—a virtual lecture series for transformative education in Germany

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