Faculty Development for Education for Sustainable Health Care: A University System-Wide Initiative to Transform Health Professional Education

Abstract

Health professionals (HPs) are increasingly called upon to care for patients experiencing the health impacts of climate change, while working in the high eco-footprint health care system, which is starting to embrace a culture of sustainability. HPs are uniquely positioned to drive health care culture toward ecological responsibility and, consequently, improve patient care, health equity, and public health. Education for sustainable health care (ESHC or ESH) is the first step in developing health care practitioners able to think critically about and act upon the health impacts of the climate crisis. University of California Education for Sustainable Healthcare (UC-ESH) Faculty Development Initiative was developed to address the following goals: educate faculty on eco-medical literacy, empower faculty to build community and lead ESH at their institutions, and expand coverage of ESH to reach students beyond those for whom sustainability is already a focus. The initiative provided training to faculty across health professions and 6 health science campuses to integrate ESH into their courses using the train-the-trainer model, key knowledge and pedagogical skills, and longitudinal guidance and networking opportunities. Using a survey, questionnaire, and interviews, the initiative was evaluated using the process/elements and product/outcomes steps of the Context, Input, Process, and Product evaluation model. The UC-ESH educated over 100 faculty members and led to ESH integration into 99 existing and new courses that subsequently reached over 7,000 learners. The UC-ESH increased empowerment, awareness, and knowledge about the climate crisis, and built an ESH community of practice. Initiative elements that contributed to these outcomes included engaging training; creation of supportive group dynamics; helpful resources and activities; ongoing support; and integration approaches to ESH. This university-system-wide initiative provides a transferable model to institutions, schools, and departments seeking to develop eco-medical literate faculty who educate their students about the climate, ecosystem, and health crisis.

Systems-Based Practice in Graduate Medical Education: Evolving Toward an Ideal Future State

“…This includes incentives for best practice attainment, holistic care, and value-based care instead of simple relative value unit generation. Particular emphasis should be placed on upskilling and supporting faculty members who use their systems skills to tackle some of today’s greatest challenges, such as diversity, equity, and managing and mitigating health care’s impact on climate change 51,52 . Furthermore, academic appointments must include specific titled or funded roles for SBP educators, and SBP work must be recognized in academic promotions processes 53 .…”

Objective structured clinical examination to teach competency in planetary health care and management – a prospective observational study

“…Currently proposed learning formats for planetary health education include lectures, small group courses, use of standardized patients, and rotations through clinics/offices. However, the focus is put largely on developing awareness and knowledge and on integrating content into existing medical curricula without overloading [ 5 – 8 ].…”