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| DOI | 10.1186/s12909-024-05341-1 |
| Systems approach in planetary health education for medical students: a mixed methods study | |
| 发表日期 | 2024 |
| EISSN | 1472-6920 |
| 起始页码 | 24 |
| 结束页码 | 1 |
| 卷号 | 24期号:1 |
| 英文摘要 | Background Introducing students to the planetary health lenses perspective is crucial. Comprehensive strategies for teaching this perspective are lacking, especially in the domains of interconnection within nature (IWN) and systems thinking/complexity. There is also a scarcity of studies assessing medical students' opinions on planetary health and evaluating teaching strategies. Objective To understand Brazilian medical students' perceptions and knowledge of planetary health (PH) and evaluate the application of the educational material Patient and Clinic through the Lens of Planetary Health, which addresses IWN and complexity through the sociological lens of Actor-Network Theory, in an integrative course at a medical school in Brazil. Methods A mixed-methods, quasi-experimental design involving two medical student classes during 2022/2023. Participants completed a questionnaire on sociodemographic data; pre- and post-intervention closed-ended questions about perceptions related to PH, and an open-ended questionnaire on experience and learning. Each student group presented a portfolio under the planetary health lenses regarding a real patient, developing a network diagram that described the social network involving both human and non-human actors with which this person is interconnected. The cohorts participated in IWN activities: a contemplative trail or reflection on belonging to the planet. Results Ninety-six students and 9 professors participated. The majority of students (66.7%) reported significant or extremely significant learning from the sessions. There was an increase in perception of the need for physicians to incorporate PH into their clinical practice (p = 0.002; r = 0.46) and an intensification of the sense of interconnection with the environment (p = 0.003; r = 0.46). There was a gain in knowledge about how many diseases were related to PH (p < 0.02 for all 13 listed diseases). The majority (83%) found the sessions relevant or highly relevant and commented on their impact, both professionally and personally. Conclusions Teaching PH in a medical school allowed students to learn from the patient's perspective, considering psychosocial and environmental determinants, about the intrinsic interdependence between population's health and PH. This strategy made a significant contribution by proposing pioneering didactics and offering valuable insights into the challenges and nuances of teaching PH. |
| 英文关键词 | Planetary health; Climate change; Education, Medical, Undergraduate |
| 语种 | 英语 |
| WOS研究方向 | Education & Educational Research |
| WOS类目 | Education & Educational Research ; Education, Scientific Disciplines |
| WOS记录号 | WOS:001197234800002 |
| 来源期刊 | BMC MEDICAL EDUCATION
 |
| 文献类型 | 期刊论文 |
| 条目标识符 | http://gcip.llas.ac.cn/handle/2XKMVOVA/305234 |
| 作者单位 | Universidade Federal do Rio Grande do Sul; Universidade Federal de Ciencias da Saude de Porto Alegre; Universidade Federal do Rio Grande do Sul |
| 推荐引用方式 GB/T 7714 | . Systems approach in planetary health education for medical students: a mixed methods study[J],2024,24(1). |
| APA | (2024).Systems approach in planetary health education for medical students: a mixed methods study.BMC MEDICAL EDUCATION,24(1). |
| MLA | "Systems approach in planetary health education for medical students: a mixed methods study".BMC MEDICAL EDUCATION 24.1(2024). |
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