Sustainable healthcare education: A systematic review of the evidence and barriers to inclusion

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

“…The strategies involve minimising resource consumption, encompassing not only tangible resources such as travel and administrative burden but also intangible resources, including human capital, which would not have been incurred if traditional resource-intensive methods had been employed. 12,21 The use of keywords related to innovation, such as behavioural change and digital transformation, also was observed (3.8%).…”

“…10,11 The Association for Medical Education in Europe (AMEE) and the General Medical Council (GMC) have taken the position that medical school graduates should be equipped to promote sustainability in health care delivery, thus reducing negative environmental impacts, and promoting social and economic sustainability. [11][12][13][14][15][16] The UK Medical School Council has identified specific ESH topics that should be covered, including planetary health, the health impacts of the climate crisis, the impacts of health care on the environment and professionalism and leadership for structural change. 17 Although the current literature is saturated with studies advocating the incorporation of ESH in medical education (ME) and also with studies on learning objectives and topics for ESH, [12][13][14]16,18 few universities have actually integrated ESH content into their curricula.…”

“…[11][12][13][14][15][16] The UK Medical School Council has identified specific ESH topics that should be covered, including planetary health, the health impacts of the climate crisis, the impacts of health care on the environment and professionalism and leadership for structural change. 17 Although the current literature is saturated with studies advocating the incorporation of ESH in medical education (ME) and also with studies on learning objectives and topics for ESH, [12][13][14]16,18 few universities have actually integrated ESH content into their curricula. 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.…”

“…The Association for Medical Education in Europe (AMEE) and the General Medical Council (GMC) have taken the position that medical school graduates should be equipped to promote sustainability in health care delivery, thus reducing negative environmental impacts, and promoting social and economic sustainability. 11–16 The UK Medical School Council has identified specific ESH topics that should be covered, including planetary health, the health impacts of the climate crisis, the impacts of health care on the environment and professionalism and leadership for structural change 17 …”

“…Although the current literature is saturated with studies advocating the incorporation of ESH in medical education (ME) and also with studies on learning objectives and topics for ESH, 12–14,16,18 few universities have actually integrated ESH content into their curricula. 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 .…”