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

Gepp, Sophie; Jung, Laura; Wabnitz, Katharina; Schneider, F; Gierke, Friederike V; Otto, Hannah; Hartmann, Sylvia; Gemke, Theresa; Schulz, Christian; Gabrysch, Sabine; Schwienhorst-Stich, Eva‐Maria

doi:10.1016/s2542-5196(22)00253-4

Cited by 14 publications

(2 citation statements)

References 25 publications

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“…At the same time, adaptation to the already occurring (health) impacts of the changes in planetary ecosystems is required. Education can play an important role in this regard when it “includes knowledge transfer to raise awareness of certain realities, critical analysis to understand the complexities underlying these realities, and experiential exposure to connect to these realities” ( 10 , 11 ).…”

Section: Introductionmentioning

confidence: 99%

“…Like in other countries, such as the UK ( 28 ), previous studies show that that the majority of German students is not yet familiar with the PH concept, but would like to learn more about PH and consider it relevant to their studies ( 29 ). While a growing number of curricular and extracurricular educational activities is being implemented at several institutions, including nationwide lecture series ( 11 ), the experience of stakeholders involved or interested in PHE at German medical schools has, to our knowledge, not yet been explored. The opinion of the stakeholders of what characterizes high-quality PHE could inform the process of integrating PHE into medical education in Germany.…”

Section: Introductionmentioning

confidence: 99%

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Ten characteristics of high-quality planetary health education—Results from a qualitative study with educators, students as educators and study deans at medical schools in Germany

Simon

Parisi

Wabnitz

et al. 2023

Front. Public Health

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AimThe climate and ecological crises are considered fundamental threats to human health. Healthcare workers in general and doctors in particular can contribute as change agents in mitigation and adaptation. Planetary health education (PHE) aims to harness this potential. This study explores perspectives among stakeholders involved in PHE at German medical schools on the characteristics of high-quality PHE and compares them to existing PHE frameworks.MethodsIn 2021, we conducted a qualitative interview study with stakeholders from German medical schools involved in PHE. Three different groups were eligible: faculty members, medical students actively involved in PHE, and study deans of medical schools. Recruitment was performed through national PHE networks and snowball sampling. Thematic qualitative text analysis according to Kuckartz was used for the analysis. Results were systematically compared to three existing PHE frameworks.ResultsA total of 20 participants (13 female) from 15 different medical schools were interviewed. Participants covered a wide range of professional backgrounds and experience in PHE education. The analysis revealed ten key themes: (1) Complexity and systems thinking, (2) inter- and transdisciplinarity, (3) ethical dimension, (4) responsibility of health professionals, (5) transformative competencies including practical skills, (6) space for reflection and resilience building, (7) special role of students, (8) need for curricular integration, (9) innovative and proven didactic methods, and (10) education as a driver of innovation. Six of our themes showed substantial overlap with existing PHE frameworks. Two of our themes were only mentioned in one of the frameworks, and two others were not explicitly mentioned. Few important elements of the frameworks did not emerge from our data.ConclusionsIn the light of increased attention regarding the connections of the climate and ecological crises and health, our results can be useful for anyone working toward the integration of planetary health into medical schools' and any health professions' curricula and should be considered when designing and implementing new educational activities.

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Section: Introductionmentioning

confidence: 99%