Health co-benefits and climate-friendly healthcare were areas where knowledge gaps were starkest, with correct answers achieving only 555% and 167% of the anticipated accuracy, respectively. 79.4% of respondents unequivocally supported the inclusion of CC and health studies in medical training, integrated within already mandated subjects. Employing a multilinear regression model, factors like age, gender, semester, preferred career path, political views, role perception, and knowledge, demonstrated 459% explanatory power regarding learning needs.
The presented research compels the inclusion of climate change and health topics, covering health co-benefits and eco-friendly healthcare, and commensurate professional training into the existing mandatory medical curriculum.
In light of the presented results, the integration of CC and health topics, including their complementary health co-benefits and climate-conscious healthcare principles, and the concomitant development of relevant professional roles, into the existing medical curriculum's mandatory components is warranted.
For the first time in the winter semester 2021/22, students in the clinical phase of their medical studies at the Goethe University Frankfurt am Main Medical Faculty could choose to take the elective course on climate change and health. Remaining places were offered to students from other subjects. Despite receiving widespread recognition, this area of study has not been included in medical school curricula. Thus, our mission was to impart knowledge about climate change and its repercussions for human health. In relation to knowledge, attitudes, and behaviors, the students judged the effectiveness of the elective.
Climate change's health consequences were central to this elective on Planetary Health, alongside practical and clinical strategies for adaptation and action. Three live, online sessions – punctuated by interactive inputs, stimulating discussions, in-depth case studies, and active group work – constituted the bulk of this course. Students also undertook online preparation and submitted a final written assignment emphasizing reflective analysis of the material. The didactic dimension of the standardized teaching evaluation questionnaire from Goethe University was used online to evaluate the elective course. This questionnaire was expanded to evaluate changes in student agreement with aspects of knowledge, attitudes, and behaviors (personal and professional) from before to after the course (pre-post comparative assessment).
The presentation of the course, the elective's structure, and the course content itself achieved high levels of student satisfaction. genetic stability Overall ratings were very good to good, reflecting this. A significant, positive alteration in agreement ratings was observed across virtually all dimensions in the pre/post comparisons. Many respondents believed that this topic should be a core component of the medical curriculum.
Regarding the impact of climate change on human health, the evaluation reveals a clear impact of the elective course on student knowledge, attitudes, and behaviors. For the sake of this topic's significance, it is essential for it to be part of future medical curricula.
The assessment demonstrates that the elective course effectively impacted student knowledge, perspectives, and actions linked to the impact of climate change on human health. Since this topic is so pertinent, it is critical for it to become a part of future medical programs.
The worldwide human health landscape is significantly impacted by the threat of climate change. Consequently, the training of future medical professionals should integrate preparedness for the health problems associated with climate change and their associated professional challenges. Currently, this function is not universally deployed. Through this review, we intend to present the knowledge and views held by medical students and physicians on climate change, in addition to the perceived educational expectations from medical training, as articulated by medical students. Finally, the accessible academic literature will be assessed to investigate (IV) global instructional undertakings, (V) international learning aims and their documentation, and (VI) practical instructional methods and frameworks. Considering the immediate importance of this topic, the review should simplify and accelerate the development of future instructional designs.
The paper's core is a selective review of related literature, bolstered by a topic-driven online search.
It seems that our comprehension of the root causes and tangible health outcomes of climate change is insufficient. Blood immune cells A substantial portion of medical students view human health as vulnerable to the impacts of climate change, and the healthcare system as inadequately equipped to respond. The medical students surveyed, in their overwhelming majority, expressed a wish to have climate change topics addressed in their education. Clearly, medical curricula globally now feature integrated teaching projects on climate change and health, complete with defined learning objectives and organized learning goal lists.
The medical curriculum's inclusion and acceptance of climate change education are essential. New teaching formats can be developed and implemented with the assistance of this literature review.
Medical programs are experiencing a demand and recognition for teaching about climate change. By exploring the intricacies of this literature review, educators can effectively cultivate and apply new teaching formats.
The World Health Organization identifies climate change as the paramount danger to global human health. Nevertheless, the global health care infrastructure exacerbates worldwide climate change due to its substantial CO2 emissions.
The outpouring of greenhouse gases contributes significantly to climate change. The Medical Faculty of Ulm, in the winter semester of 2020-2021, implemented a required 28-hour elective course, “Climate Change and Health,” for preclinical medical students, with the goal of increasing future physicians' understanding of climate-related health concerns and incorporating this crucial topic into medical education. This accompanying study investigated the best approaches to incorporating climate change into the curriculum of human medicine, paying close attention to 1. how student perspectives were included and 2. what feedback students provided. To what extent did a student's participation in a voluntary environmental course alter their knowledge and awareness of environmental issues?
Personal interviews were performed on a one-to-one basis with every individual.
A pilot program, conducted during the 2020-2021 winter semester, resulted in eleven students completing the course; this determined the viability and appeal of the program. 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. Following the outcomes of the evaluation, the course was revisited and presented anew during the summer semester of 2021, incorporating an intervention group.
The investigation involved a mandatory elective participation group (16 units) and a separate comparison group for evaluation.
A score of 25 was assigned, excluding any involvement in the mandatory elective. To gauge the course's merit, the intervention group meticulously filled out the evaluation form. In tandem, both groups completed the environmental questionnaire.
A good feasibility and acceptance of the course are evident in the positive feedback given by students over both semesters. The students' understanding of the environment augmented in both semesters' course of study. However, only a small selection of tangible improvements were noted in the environmental awareness of students.
Medical curricula are enriched by this paper's exploration of the interrelation between climate change and health. The students, regarding climate change, garnered substantial value from the course for their upcoming careers in healthcare. check details The study affirms that transferring knowledge about climate change and its effects at the university level is an efficient strategy to educate the younger generation.
Medical studies are enriched, as illustrated in this paper, by the inclusion of climate change and health themes. For future healthcare professionals, the students saw climate change as an important topic, gleaning substantial value from the course. The research undertaken at the university level indicates that knowledge transfer provides an effective means to educate young people on climate change and its repercussions.
Planetary health education centers on the interconnectedness of climate and ecological crises, highlighting their detrimental effects on human health. Amidst the acceleration of these crises, there has been persistent advocacy for nationwide integration of planetary health education into undergraduate and graduate curricula, as well as postgraduate training and continuing education for all health professionals. Since 2019, Germany has seen a rise in national initiatives promoting planetary health education, as summarized in this commentary. A national planetary health education working group developed a manual, a learning objectives catalog integrated into the national competency-based medical education catalog, a climate, environment, and health impact assessment working group report, a planetary health report card, and additional resources. PlanetMedEd's research project centers on planetary health education initiatives in medical schools throughout Germany. We expect these initiatives to facilitate collaboration among institutions involved in the education and training of health professionals, fostering interprofessional cooperation and implementing planetary health education quickly and effectively.
Anthropogenic climate change, according to the WHO, is the principal health concern predicted for the twenty-first century.