Climate change is both the greatest threat and opportunity to human health. Health professions educators are
currently teaching the last generation of students that can potentially mitigate climate change. These students
will also be at the forefront of the adverse impacts of climate change. We must ensure environmental
sustainability (ES) and climate change (CC) are integrated across all healthcare professions curricula.
The aims of this study are to (1) explore the current knowledge, attitudes and practices of healthcare
professions educators to teach ES/CC, (2) identify factors which inhibit and promote teaching in this area and
(3) develop recommendations for teaching ES/CC in health professions curricula.
Using the consolidated framework for implementation research, we conducted a sequential, mixed methods
study with two phases. Phase 1 involved an online survey of healthcare professions educators to determine
their capacity to teach ES/CC. Phase 2 involved a ‘Teach Green Hackathon’ designed to bring educators
from varied health disciplines together to explore, share, and create actionable recommendations to build
educator capacity in this important area.
Preliminary results have captured valuable participant data (n=163) that demonstrates a gap in educators
capacity to teach ES/CC to our future healthcare professionals, and identified opportunities and challenges
for equipping future health professionals to mitigate and adapt to CC in ever changing healthcare
The results will inform the design and implementation of an ES/CC curriculum framework to meaningfully
apply an ES/CC lens across all health professions teaching and learning.


ConferenceAustralian & New Zealand Association for Health Professional Educators Conference 2020
Abbreviated titleANZAHPE 2020
OtherConference Cancelled but the Accepted abstracts have been collated and published as Conference Proceedings
Theme: Vision for Learning Cultures Conference
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