Planetary health and sustainability teaching in UK medical education: A review of medical school curricula

Virtual education strategies in the context of sustainable health care and medical education: A topic modelling analysis of four decades of research

“…19 In another international survey, only 11% of nearly 3000 medical schools were found to provide ESH content in their curriculum. 20 Similar findings have been found at Monash University in Australia, where 81% of instructors surveyed indicated that they do not include ESH in their offerings, and 68% said they are uncertain how to teach it. 21 A number of studies point out the lack of faculty expertise and resources as factors impeding the development and implementation of high-quality ESH curricula.…”

“…In the current ME literature, approaches to sustainability predominantly focused on what medical educators should teach to promote SH; this is commonly referred to as ESH (e.g. Bevan et al 2022 20 ; Hategan & Abdurrahman, 2021 9 ; Thompson et al 2014 16 ). This definition reflects the finding that ME researchers view teaching about sustainability not only as pertinent to the content of instruction but also as a practice necessitating sustainable methods of education.…”

“…A recent survey by the International Federation of Medical Students' Associations found that 31% of medical schools across 112 countries have no ESH content in their curriculum, and only 14% have dedicated any time to the topic 19 . In another international survey, only 11% of nearly 3000 medical schools were found to provide ESH content in their curriculum 20 . Similar findings have been found at Monash University in Australia, where 81% of instructors surveyed indicated that they do not include ESH in their offerings, and 68% said they are uncertain how to teach it 21 .…”

“…This necessitates more comprehensive strategies that reflect multifaceted systematic considerations, including educational objectives and content, targeted learners, media and technology, as well as integration strategies 14 . To date, research into such comprehensive strategies has been sparse, 12,20 with some studies attributing the failure of widespread ESH curricular implementation on virtual platforms to vague concepts and constructs 3 . To bridge this gap, the authors constructed the following research questions (RQ): RQ1.…”

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

“…[24][25][26] At the same time, the understanding of what it means to work in the systems improvement space is changing, with new methods and disciplines gaining popularity as efforts to stabilize and reform health care take on greater urgency after the COVID-19 pandemic. 27,28 Emerging issues, such as planetary health 29,30 or artificial intelligence, 31 warrant greater attention as well. Given this, the temptation may be to simply expand the list of SBP subcompetencies to address this additional content.…”