The effects of climate change due to the burning of fossil fuels are apparent and
present increasingly complex challenges to human health (1). Climate change poses
direct health risks, including extreme weather events, and indirect risks, such as
long-term ecological changes leading to changes in air quality or vector habitats
that alter patterns of infectious disease (2–9). The changing climate also poses diffuse
and deferred risks because of long-term societal changes, civil conflict, and disrupted
livelihoods leading to mental or physical health effects and refugee displacement
(10, 11). Healthcare delivery is jeopardized either through barriers to community
access or hospital operations via supply chain issues and extreme weather events (12–14).
These impacts intertwine structural racism and environmental injustice that result
in poor communities, communities of color, and communities in the global south being
impacted disproportionately. With many complex, intersectional, and transdisciplinary
challenges, there is an urgent need to train health professionals across disciplines,
yet most health professionals have not been trained and climate and health curricula
are nascent in programs around the world (15).
We need to build health professional workforce capacity to understand the risks of
climate change, what they as providers can do to help patients mitigate and adapt,
and how to be changemakers in health systems. Climate-smart health professionals need
a nuanced understanding of the intersectionality of inequity, structural racism, and
other social determinants of health. Further, these needs do not exist in a vacuum;
building capacity to train climate-smart professionals is also an opportunity to provide
clinical, policy, education, and advocacy career paths to help address the innumerable
intersectional challenges adversely affecting patients around the globe.
The recent series from Frontiers in Public Health, “Climate and health education:
fefining the needs of society in a changing climate” provided an opportunity for many
educators around the world to showcase their critical work addressing these challenges.
The work described in this series sets the context for the current direction of climate
change and health education and begins to point the path forward on areas for future
work. Some manuscripts described the rapidly evolving state of climate and health
education. Houghton reviewed 99 courses at 3 different United States universities
covering issues related to climate change, health, and equity in the built environment.
Though they found more courses covering these topics than prior analyses, too often
the content was isolated. There is a need to explicitly connect population health,
the built environment, and climate change with transdisciplinary content as the built
environment plays a leading role in creating the context that drives disparities in
population health and is a substrate for exacerbating inequity in the climate crisis.
Arora et al. found that half of public health schools in the United States offered
at least one climate change related course and half of climate change courses specifically
covered health impacts. Simon et al. performed a qualitative analysis of medical school
stakeholders in Germany, highlighting a high prevalence of positively reviewed climate
curricula, but unmet needs in transdisciplinary education, incorporation of ethics,
and practical skill training, such as patient communication and physical diagnosis.
Other manuscripts detailed initiatives that centered on student-faculty co-creation
of content related to climate and health. Navarrete-Welton et al. demonstrated the
power of a student driven, bottom-up approach to build an integrated, broad-reaching
curriculum at a United States medical school that not only covers health effects related
to climate, but also built capacity to train students to be changemakers with a dedicated
course on waste management in healthcare. Liu et al. performed a qualitative analysis
of medical students completing climate and health curricula, uncovering a desire for
more small group learning, clinical skills integration, and community-based opportunities.
Along with the student perspectives described by Simon et al., it is clear that while
students positively perceive climate and planetary health initiatives, there is a
need to connect these topics to additional societal issues taught in schools.
Lastly, several works described projects at the intersection of leadership, accountability,
and communication that point to how healthcare and public health professionals might
help mitigate, adapt, and respond to the climate crisis. Dambre et al. performed a
qualitative analysis of focus groups of undergraduates in a Global Responsibility
and Leadership program at a Netherlands University that participated in a planetary
health course. Their course received high marks for transdisciplinary integration
of climate, health, and communication, but the major unmet need was transcultural
content. Schmeltz and Ganesh highlighted student-led collaborations with local organizations,
demonstrating how undergraduate students can be part of capacity building initiatives.
Lastly, Campbell et al. reviewed current research on climate and health communication
strategies and highlighted evidence for health-based messaging to increase engagement
and political will for climate solutions, in addition to evidence for naming the role
of fossil fuels when discussing climate change.
This series from Frontiers in Public Health highlights the efforts of educators and
students around the globe to rapidly innovate and train the next generation of health
professionals to be equipped to treat patients, build capacity, and advocate for essential
societal change to confront the climate crisis. This field is expanding rapidly. For
example, after a recent burst of new curricular development, over 50% of US medical
schools now include climate-related topics (16), though integrated curricula are more
limited (17). Longitudinal integration of climate and health touchpoints in multiple
existing curricular activities is necessary for students to develop a climate and
health lens to incorporate climate into their future health practice (Liu et al.)
(17–20). Further, existing climate curricula could benefit from more transdisciplinary
and community-oriented approaches. Partnerships with environmental justice organizations,
pairing students with community organizations to learn directly from stakeholders,
and involving collaborators from disciplines beyond healthcare are just a few possible
solutions to help break down the silos and paradigms of existing educational approaches
that can inadequately prepare students to partner with communities. We need more institutions
and individuals to innovate, evaluate, and disseminate longitudinal, integrated training
programs that enable the next generation to fill these roles.
Author contributions
JS: Writing—original draft, Writing—review & editing. GB: Conceptualization, Writing—review
& editing. LP: Conceptualization, Writing—review & editing. AT: Conceptualization,
Writing—review & editing. CS: Conceptualization, Supervision, Writing—original draft,
Writing—review & editing.