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A grassroots approach for greener education: An example of a medical student-driven planetary health curriculum

Given the widespread impacts of climate change and environmental degradation on human health, medical schools have been under increasing pressure to provide comprehensive planetary health education to their students. However, the logistics of integrating such a wide-ranging and multi-faceted topic i...

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Autores principales: Navarrete-Welton, Allison, Chen, Jane J., Byg, Blaire, Malani, Kanika, Li, Martin L., Martin, Kyle Denison, Warrier, Sarita
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9548693/
https://www.ncbi.nlm.nih.gov/pubmed/36225779
http://dx.doi.org/10.3389/fpubh.2022.1013880
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author Navarrete-Welton, Allison
Chen, Jane J.
Byg, Blaire
Malani, Kanika
Li, Martin L.
Martin, Kyle Denison
Warrier, Sarita
author_facet Navarrete-Welton, Allison
Chen, Jane J.
Byg, Blaire
Malani, Kanika
Li, Martin L.
Martin, Kyle Denison
Warrier, Sarita
author_sort Navarrete-Welton, Allison
collection PubMed
description Given the widespread impacts of climate change and environmental degradation on human health, medical schools have been under increasing pressure to provide comprehensive planetary health education to their students. However, the logistics of integrating such a wide-ranging and multi-faceted topic into existing medical curricula can be daunting. In this article, we present the Warren Alpert Medical School of Brown University as an example of a student-driven, bottom-up approach to the development of a planetary health education program. In 2020, student advocacy led to the creation of a Planetary Health Task Force composed of medical students, faculty, and administrators as well as Brown Environmental Sciences faculty. Since that time, the task force has orchestrated a wide range of planetary health initiatives, including interventions targeted to the entire student body as well as opportunities catering to a subset of highly interested students who wish to engage more deeply with planetary health. The success of the task force stems from several factors, including the framing of planetary health learning objectives as concordant with the established educational priorities of the Medical School's competency-based curriculum known as the Nine Abilities, respecting limitations on curricular space, and making planetary health education relevant to local environmental and hospital issues.
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spelling pubmed-95486932022-10-11 A grassroots approach for greener education: An example of a medical student-driven planetary health curriculum Navarrete-Welton, Allison Chen, Jane J. Byg, Blaire Malani, Kanika Li, Martin L. Martin, Kyle Denison Warrier, Sarita Front Public Health Public Health Given the widespread impacts of climate change and environmental degradation on human health, medical schools have been under increasing pressure to provide comprehensive planetary health education to their students. However, the logistics of integrating such a wide-ranging and multi-faceted topic into existing medical curricula can be daunting. In this article, we present the Warren Alpert Medical School of Brown University as an example of a student-driven, bottom-up approach to the development of a planetary health education program. In 2020, student advocacy led to the creation of a Planetary Health Task Force composed of medical students, faculty, and administrators as well as Brown Environmental Sciences faculty. Since that time, the task force has orchestrated a wide range of planetary health initiatives, including interventions targeted to the entire student body as well as opportunities catering to a subset of highly interested students who wish to engage more deeply with planetary health. The success of the task force stems from several factors, including the framing of planetary health learning objectives as concordant with the established educational priorities of the Medical School's competency-based curriculum known as the Nine Abilities, respecting limitations on curricular space, and making planetary health education relevant to local environmental and hospital issues. Frontiers Media S.A. 2022-09-26 /pmc/articles/PMC9548693/ /pubmed/36225779 http://dx.doi.org/10.3389/fpubh.2022.1013880 Text en Copyright © 2022 Navarrete-Welton, Chen, Byg, Malani, Li, Martin and Warrier. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Public Health
Navarrete-Welton, Allison
Chen, Jane J.
Byg, Blaire
Malani, Kanika
Li, Martin L.
Martin, Kyle Denison
Warrier, Sarita
A grassroots approach for greener education: An example of a medical student-driven planetary health curriculum
title A grassroots approach for greener education: An example of a medical student-driven planetary health curriculum
title_full A grassroots approach for greener education: An example of a medical student-driven planetary health curriculum
title_fullStr A grassroots approach for greener education: An example of a medical student-driven planetary health curriculum
title_full_unstemmed A grassroots approach for greener education: An example of a medical student-driven planetary health curriculum
title_short A grassroots approach for greener education: An example of a medical student-driven planetary health curriculum
title_sort grassroots approach for greener education: an example of a medical student-driven planetary health curriculum
topic Public Health
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9548693/
https://www.ncbi.nlm.nih.gov/pubmed/36225779
http://dx.doi.org/10.3389/fpubh.2022.1013880
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