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| DOI | 10.1007/s11606-024-08690-1 |
| Building Climate Change into Medical Education: A Society of General Internal Medicine Position Statement | |
| 发表日期 | 2024 |
| ISSN | 0884-8734 |
| EISSN | 1525-1497 |
| 英文摘要 | Building expertise in climate and planetary health among healthcare professionals cannot come with greater urgency as the threats from climate change become increasingly apparent. Current and future healthcare professionals-particularly internists-will increasingly need to understand the interconnectedness of natural systems and human health to better serve their patients longitudinally. Despite this, few national medical societies and accreditation bodies espouse frameworks for climate change and planetary health-related education at the undergraduate (UME), graduate (GME), and continuing (CME) medical education level. As a community of medical educators with an enduring interest in climate change and planetary health, the Society of General Internal Medicine (SGIM) recognizes the need to explicitly define structured educational opportunities and core competencies in both UME and GME as well as pathways for faculty development. In this position statement, we build from the related SGIM Climate and Health position statement, and review and synthesize existing position statements made by US-based medical societies and accreditation bodies that focus on climate change and planetary health-related medical education, identify gaps using Bloom's Hierarchy, and provide recommendations on behalf of SGIM regarding the development of climate and planetary health curricula development. Identified gaps include (1) limited systematic approach to climate and planetary health medical education at all levels; (2) minimal emphasis on learner-driven approaches; (3) limited focus on physician and learner well-being; and (4) limited role for health equity and climate justice. Recommendations include a call to relevant accreditation bodies to explicitly include climate change and planetary health as a competency, extend the structural competency framework to climate change and planetary health to build climate justice, proactively include learners in curricular development and teaching, and ensure resources and support to design and implement climate and planetary health-focused education that includes well-being and resiliency. |
| 英文关键词 | climate change; planetary health; medical education; competency |
| 语种 | 英语 |
| WOS研究方向 | Health Care Sciences & Services ; General & Internal Medicine |
| WOS类目 | Health Care Sciences & Services ; Medicine, General & Internal |
| WOS记录号 | WOS:001173104600003 |
| 来源期刊 | JOURNAL OF GENERAL INTERNAL MEDICINE
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| 文献类型 | 期刊论文 |
| 条目标识符 | http://gcip.llas.ac.cn/handle/2XKMVOVA/285984 |
| 作者单位 | Cornell University; Weill Cornell Medicine; Harvard University; Harvard Medical School; Cambridge Health Alliance; Medical College of Wisconsin; University of Colorado System; University of Colorado Anschutz Medical Campus; Maine Medical Center; Wake Forest University; Yeshiva University; Albert Einstein College of Medicine; Montefiore Medical Center; University of Miami; Emory University; Creighton University; Emory University; US Department of Veterans Affairs; Veterans Health Administration (VHA); San Francisco VA Medical Center; University of California System; University of California San Francisco |
| 推荐引用方式 GB/T 7714 | . Building Climate Change into Medical Education: A Society of General Internal Medicine Position Statement[J],2024. |
| APA | (2024).Building Climate Change into Medical Education: A Society of General Internal Medicine Position Statement.JOURNAL OF GENERAL INTERNAL MEDICINE. |
| MLA | "Building Climate Change into Medical Education: A Society of General Internal Medicine Position Statement".JOURNAL OF GENERAL INTERNAL MEDICINE (2024). |
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