Building an environmentally accountable medical curriculum through international collaboration

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaperJournal articleResearchpeer-review

  • Sarah Catherine Walpole, Hull York Medical School, United Kingdom
  • Aditya Vyas, Norwich Medical School, Department of Medicine, University of East Anglia, Norwich, UK., United Kingdom
  • Janie Maxwell, The Nossal Institute for Global Health, The University of Melbourne, Australia
  • Ben J. Canny, Univ Tasmania, University of Tasmania, Sch Med, Australia
  • Robert Woollard, University of British Columbia, Canada
  • Caroline Wellbery, Georgetown University, United States
  • Kathleen E. Leedham-Green, Kings College Hospital, United Kingdom
  • Peter Musaeus
  • Uzma Tufail-Hanif, University of Edinburgh, United Kingdom
  • Karina Pavao Patricio, Medical School of Botucatu, Universidade Estadual Paulista, Sao Paulo, Brazil
  • Hanna-Andrea Rother, University of Cape Town, South Africa
Background: Global environmental change is associated with significant health threats. The medical profession can address
this challenge through advocacy, health system adaptation and workforce preparedness. Stewardship of health systems with
attention to their environmental impacts can contribute to mitigation of and adaptation to negative health impacts of environmental
change. Medical schools have an integral role in training doctors who understand the interdependence of ecosystems
and human health. Yet integrating environmental perspectives into busy medical curricula is not a simple task.
Content: At the 2016 Association for Medical Education in Europe conference, medical educators, students and clinicians
from six continents discussed these challenges in a participatory workshop. Here we reflect on emerging themes from the
workshop and how to plan for curricular change. Firstly, we outline recent developments in environmental health and associated
medical education. Secondly, we reflect on our process and outcomes during this innovative approach to international
collaboration. Thirdly, we present learning objectives which cover core content for environmentally accountable
medical curricula, developed through a reflective process of international collaboration integrating current literature and the
workshop outcomes.
Conclusions: International collaboration can bring together diverse perspectives and provide critical insights for the inclusion
of environmental health into basic education for medical practitioners.
Original languageEnglish
JournalMedical Teacher
Volume39
Issue10
Pages (from-to)1040-1050
Number of pages11
ISSN0142-159X
DOIs
Publication statusPublished - Jul 2017

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