Cargando…

Accelerating the implementation of planetary health medical curricula to prepare future physicians to work in a climate crisis

Detalles Bibliográficos
Autores principales:	Affleck, Alexander, Roshan, Aishwarya, Stroshein, Sumara, Walker, Celia, Luo, Owen Dan
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Canadian Medical Education Journal 2022
Materias:	Canadiana
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9099177/ https://www.ncbi.nlm.nih.gov/pubmed/35572029 http://dx.doi.org/10.36834/cmej.73003

Ejemplares similares

An approach to implementing planetary health teaching in medical curricula
por: Luo, Owen Dan, et al.
Publicado: (2022)

A tale of two curricula: Learning and matching in the final year of medical school
por: Madrazo, Lorenzo
Publicado: (2020)

The training and credentialing of physician informaticists in Canada
por: Yan, Adam Paul, et al.
Publicado: (2022)

The physician as person: The missing foundation in the CanMEDS roles
por: Liao, Lester
Publicado: (2020)

A settler physician perspective on Indigenous health, truth, and reconciliation
por: Jaworsky, Denise
Publicado: (2018)

Reclaiming physician identity: It’s time to integrate ‘Doctor as Person’ into the CanMEDS framework
por: Dagnone, J. Damon, et al.
Publicado: (2020)

Physician workforce planning in Ontario must move from short-term reactivity to long-term proactivity
por: Tang, Brandon, et al.
Publicado: (2018)

Physical activity RX: development and implementation of physical activity counselling and prescription learning objectives for Canadian medical school curriculum
por: Capozzi, Lauren C, et al.
Publicado: (2022)

An equity-oriented admissions model for Indigenous student recruitment in an undergraduate medical education program
por: Henderson, Rita Isabel, et al.
Publicado: (2021)

Watering CanMEDS flowers
por: Voll, Sarah, et al.
Publicado: (2017)

The unmatched
por: Persad, Amit
Publicado: (2018)

Are we failing to “build on the scientific basis of medicine?”
por: Coderre, Sylvain, et al.
Publicado: (2018)

Capacity building in Nepal
por: Dawe, Russell, et al.
Publicado: (2016)

The encounter
por: Zhao, Nova
Publicado: (2019)

Leading the way toward a socially-accountable medical education system
por: Hall, Justin, et al.
Publicado: (2019)

Addressing culture within healthcare settings: the limits of cultural competence and the power of humility
por: MacKenzie, Lauren, et al.
Publicado: (2019)

Fostering trust, collaboration, and a culture of continuous quality improvement: A call for transparency in medical school accreditation
por: Javidan, Arshia Pedram, et al.
Publicado: (2020)

Unexpected turn of events: Completing residency in the COVID-19 era
por: Danilewitz, Marlon, et al.
Publicado: (2020)

“We regret to inform you that you did not match”: Reflections on how to improve the match experience
por: Fellows, T.K., et al.
Publicado: (2020)

Should I stay, or should I go?
por: Silverberg, Sarah L.
Publicado: (2020)

CaRMS at 50: Making the match for medical education
por: Gallinger, John, et al.
Publicado: (2020)

Transitioning to competency-based medical education: impact of educational interventions on internal medicine residents’ understanding of the purpose and process
por: Daniels, Vijay J, et al.
Publicado: (2019)

History of the Canadian Medical Education Journal
por: Violato, Claudio, et al.
Publicado: (2020)

Medical education advances and innovations: A silver lining during the COVID-19 pandemic
por: Mehta, Nishila, et al.
Publicado: (2020)

Caring for refugees and asylum seekers in Canada: Early experiences and comprehensive global health training for medical students
por: Merritt, Kate, et al.
Publicado: (2020)

Journey into the unknown: considering the international medical graduate perspective on the road to Canadian residency during the COVID-19 pandemic
por: Gutman, Arlene, et al.
Publicado: (2021)

When a Canadian is not a Canadian: marginalization of IMGs in the CaRMS match
por: MacFarlane, Malcolm M
Publicado: (2021)

High frequency of otolaryngology/ENT encounters in Canadian primary care despite low medical undergraduate experiences
por: Sorichetti, Brendan D, et al.
Publicado: (2022)

“There's always something to talk about!” The unexpected benefits of going virtual in a Canadian diversity mentorship program
por: Li, Ming K, et al.
Publicado: (2022)

Re-examining the value proposition for Competency-Based Medical Education
por: Dagnone, Jeffrey Damon, et al.
Publicado: (2021)

Medical student wellness in Canada: time for a national curriculum framework
por: Bourcier, Dax, et al.
Publicado: (2021)

Dr Alexander Augusta sought medical education in Canada but became a medical educator in America after the Civil War
por: Persaud, Nav, et al.
Publicado: (2021)

To lead or to influence?
por: Do, Victor, et al.
Publicado: (2021)

Canadian fellowship experience: the different challenges and emotions faced by an International Medical Graduate and mitigation strategies
por: Belfiore, Elio BR, et al.
Publicado: (2022)

Providing optimal care for active youth in Canada
por: Purcell, Laura, et al.
Publicado: (2022)

Hometown medicine: a northern experience
por: Miller, Christine
Publicado: (2023)

Reflections on addressing antisemitism in a Canadian faculty of medicine
por: Kuper, Ayelet
Publicado: (2023)

From mentee to mentor: reflections on a pre-medical student mentorship program for underrepresented groups in medicine
por: Zhou, Carl, et al.
Publicado: (2023)

Creating change: Kotter’s Change Management Model in action
por: Graves, Lisa, et al.
Publicado: (2023)

Prevalence of test accommodations for the Medical Council of Canada Qualifying Exam Part I, 2013-2021
por: Clarke, Quinten K, et al.
Publicado: (2023)

Cannot write session to /tmp/vufind_sessions/sess_11glpno0gg2qdk8thd4re8benv