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Global Climate Change01:50

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It's Time for Medical Schools to Introduce Climate Change Into Their Curricula.

Caroline Wellbery1, Perry Sheffield, Kavya Timmireddy

  • 1C. Wellbery is professor, Georgetown University Medical Center, Washington, DC. P. Sheffield is assistant professor, Department of Environmental Medicine and Public Health, Icahn School of Medicine at Mount Sinai, New York, New York. K. Timmireddy, at the time this article was written, was a student intern, Department of Environmental Medicine and Public Health, Icahn School of Medicine at Mount Sinai, New York, New York. M. Sarfaty is director, Program on Climate and Health, George Mason University, Fairfax, Virginia. A. Teherani is professor and director for program evaluation, Department of Medicine, University of California San Francisco, School of Medicine, San Francisco, California. R. Fallar is assistant professor, Department of Medical Education, Icahn School of Medicine at Mount Sinai, New York, New York.

Academic Medicine : Journal of the Association of American Medical Colleges
|July 20, 2018
PubMed
Summary

Medical schools must integrate climate change education to prepare physicians for its health risks. Curricula need updating to address this urgent global health challenge and its impact on vulnerable populations.

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Area of Science:

  • Environmental Health
  • Medical Education
  • Public Health

Background:

  • Climate change poses significant and widespread health risks, necessitating global attention.
  • Numerous health organizations and educational institutions acknowledge the critical need for physician training on climate change impacts.
  • Current medical school curricula lag behind in providing this essential, targeted education.

Purpose of the Study:

  • To outline the rationale for incorporating climate change into medical education.
  • To propose feasible pathways for integrating climate change topics into physician training and continuing medical education.
  • To emphasize the importance of preparing healthcare professionals for a changing environment.

Main Methods:

  • Reviewing the necessity of climate change education for physicians.
  • Identifying existing curriculum areas suitable for integration.
  • Suggesting methods for incorporating content across training scopes, including continuing medical education and faculty development.

Main Results:

  • The U.S. healthcare sector's contribution to greenhouse gas emissions is substantial.
  • Climate change disproportionately affects vulnerable populations, increasing health disparities.
  • Integrating climate change education is feasible within existing medical school structures.

Conclusions:

  • Medical education must evolve to include climate change, given its profound health implications.
  • Targeted training is crucial for physicians to address climate-related health issues effectively.
  • System-wide integration across all levels of medical training is achievable and necessary.