Planetary health and sustainability teaching in UK medical education: a review of medical school curricula

Abstract

Background
The doctors of the future need to be empowered to deliver healthcare sustainably while protecting their patients’ health in the context of a degrading environment. This study aimed to objectively review the extent and nature of the teaching of planetary health and sustainability topics in UK medical education.

Methods
A multi-centre national review of the timetabled teaching sessions in medical courses in the UK during the academic year 2020/2021 against the General Medical Council’s adopted ‘Educating for Sustainable Healthcare – Priority Learning Outcomes’. Medical students were recruited and reviewed the entirety of their own institution’s online teaching materials associated with core teaching sessions using a standardised data collection tool. Learning outcome coverage and estimated teaching time were calculated and used to rank participating medical schools.

Results
45% of eligible UK medical schools were included in the study. The extent of teaching varied considerably amongst courses. Mean coverage of the 13 learning outcomes was 9.9 (SD:2.5) with a mean estimated teaching time of 140 min (SD:139). Courses with dedicated planetary health and sustainability sessions ranked best.

Conclusion
There is large disparity in the education that medical students receive on these topics. Teaching may not adequately prioritise sustainability or reflect advances in planetary health knowledge.

More information

Identifiers

ORCID for James Bevan: orcid.org/0000-0002-7764-6972

ORCID for Simon Fraser: orcid.org/0000-0002-4172-4406

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