The areas of health co-benefits and climate-friendly healthcare revealed the widest knowledge gaps, with only 555% and 167% of the answers being correctly answered, respectively. A robust 794% of the survey participants advocated for incorporating CC and health into the medical curriculum, integrated within existing mandatory course frameworks. A multilinear regression model, employing age, gender, semester, desired work environment, political leanings, role perception, and knowledge as factors, explained 459% of the variance in learning needs.
The presented data highlights the need to integrate climate change and health considerations, including the potential health advantages and climate-friendly healthcare practices, as well as the necessary professional skill development, into the existing required courses within the medical curriculum.
The findings presented strongly suggest the necessity of incorporating CC and health subjects, including their associated health co-benefits and climate-conscious healthcare approaches, and related professional skill development, into the current required medical curriculum.
The winter semester 2021/22 saw the launch of the climate change and health elective course at the Goethe University Frankfurt am Main's Medical Faculty, specifically for students in their clinical medical studies. Any unclaimed spots were subsequently made accessible to students in other majors. Although this subject has garnered significant interest, it remains absent from the medical curriculum. Thus, our mission was to impart knowledge about climate change and its repercussions for human health. The students' evaluation of the elective encompassed diverse factors, including knowledge, attitudes, and behaviors.
This elective explored Planetary Health, underscoring the health consequences of climate change and offering opportunities for both clinical and practical adaptation and action. Live, online sessions, comprising interactive inputs, discussions, case studies, and small group work, were the core components of the three-part course. A final, written assignment, demanding reflection on the covered material, completed the learning experience. Goethe University's online standardized teaching evaluation questionnaire, focusing on the didactic dimension, was employed to assess the elective. This questionnaire was augmented to gauge shifts in student agreement with statements concerning knowledge, attitudes, and behaviors (personal and professional) before and after the course, enabling a pre-post comparison.
Regarding the course content, its presentation, and the elective's structure, students exhibited a high degree of satisfaction. salivary gland biopsy The overall ratings reflected this positive assessment, falling in the very good to good range. Substantial, positive changes in agreement ratings were demonstrated in almost all dimensions of the pre/post comparisons. A large percentage of respondents agreed on the necessity of a fully-integrated curriculum to incorporate this topic.
Students' knowledge, attitudes, and behaviors concerning the effects of climate change on human health were profoundly impacted by the elective course, as the evaluation illustrates. Considering the critical relevance of this topic, it is essential to include it in future medical programs.
Climate change's influence on human health served as the focal point of the elective course, which, according to the evaluation, notably impacted student knowledge, attitudes, and behaviors. Given the significance of this subject, future medical curricula should undoubtedly incorporate it.
A key worldwide concern regarding human health is the issue of climate change. Consequently, medical training should equip future doctors to address health risks stemming from climate change and the related professional difficulties they will encounter. Widespread implementation of this is still pending at the current time. We aim to portray, in this review, the knowledge and attitudes of medical students and physicians regarding climate change, as well as the learning expectations they have of medical education. In conjunction with this, the existing literature will be employed to investigate (IV) global pedagogical activities, (V) international learning aims and their classifications, and (VI) practical teaching approaches and implementations. The review should simplify the design and accelerate the creation of future instructional plans, given the pressing need to address the subject's importance.
The paper's structure hinges on a selective survey of the literature, strengthened by a topic-focused online exploration.
There appears to be a shortfall in knowledge regarding the causes of climate change and its precise health implications. selleck compound The majority of medical students recognize the heightened risk of climate change to human health, believing that the healthcare sector is presently underprepared. The medical student survey reveals a strong preference for the inclusion of climate change topics within their curriculum. Medical education, internationally, has seen the development and integration of teaching projects about climate change and climate health, including specific learning objectives and comprehensive learning goal catalogs.
The teaching of climate change is both required and accepted within the frameworks of medical education. Aiding the development and application of innovative teaching strategies, this literature review is a valuable tool.
Climate change education in medical school is now both needed and embraced by the medical community. This literature review offers the potential for a profound impact on educational practice, especially in the design and execution of innovative teaching methods.
The World Health Organization identifies climate change as the paramount danger to global human health. Even so, the international healthcare infrastructure's high carbon dioxide emissions contribute to the worsening effects of global climate change.
The discharge of pollutants into the atmosphere is a significant environmental concern. To ensure future physicians are better equipped to address climate-related health challenges, Ulm Medical Faculty introduced a mandatory 28-hour elective course, 'Climate Change and Health', for preclinical medical students during the winter semester of 2020-2021. This expansion of medical education addressed this essential area. The accompanying research investigated the optimal methods for incorporating climate change considerations into human medical studies, thereby 1. encompassing student input and 2. reflecting student perceptions. Did the requirement to take an elective course on the environment influence student knowledge and awareness of environmental concerns?
All participants were interviewed on a one-on-one basis.
Eleven students were selected for a pilot course in the 2020-2021 winter semester to test the course's viability and whether students would find it acceptable. Students were asked to complete a questionnaire on environmental knowledge and awareness, both pre and post course, while also evaluating the course with an evaluation form. The course was iteratively modified in light of the assessment's results and re-offered during the summer semester of 2021, including an intervention group.
A comparison group, alongside a group participating in the mandatory elective (16 units), was established for the study.
Excluding participation in the mandatory elective, the final score was 25. The evaluation form was utilized by the intervention group to assess the course. Both groups, in unison, finished the environmental questionnaire.
The course has shown good feasibility and acceptance, as evidenced by positive student feedback for both semesters. Student environmental awareness demonstrably grew throughout both semesters. Still, a scant number of discernible shifts were observed in student environmental consciousness.
This paper showcases the practical implementation of climate change health issues into medical education. The students viewed climate change as a significant subject, deriving further value from the course for their future healthcare careers. anticipated pain medication needs The study highlights the efficacy of knowledge transfer in higher education to enlighten the younger generation about climate change and its repercussions.
This paper explains the process of embedding climate change and health as a subject into medical study programmes. The students saw climate change as a central issue and acquired significant value from this course for their future roles in the healthcare sector. This university study reveals that knowledge exchange concerning climate change effectively educates the youth on its ramifications and effects.
Planetary health education centers on the interconnectedness of climate and ecological crises, highlighting their detrimental effects on human health. In light of the accelerating crises, there has been a repeated call for the nationwide implementation of planetary health education in undergraduate and graduate programs, as well as postgraduate training and ongoing professional development for all healthcare practitioners. National initiatives in Germany, summarized in this commentary, have championed planetary health education since 2019. Planetary health education, facilitated by a national working group, presents a manual, a national competency-based catalog of learning objectives, a report card, and assessments from a climate, environment, and health impact assessment working group at the Institute for Medical and Pharmaceutical Examinations. PlanetMedEd's study examines planetary health education programs in German medical schools. Our expectation is that these initiatives will engender collaboration across institutions involved in the training and education of health professionals, alongside interprofessional cooperation and expedited implementation of planetary health education.
The World Health Organization identifies anthropogenic climate change as the paramount threat to human health in the 21st century.