Conceptual frameworks, competencies, contents and teaching methods in planetary health education for health students and professionals: a global systematic scoping review
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| Pubblicato in: | BMC Medical Education vol. 25 (2025), p. 1-19 |
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| Autore principale: | |
| Altri autori: | , , , , , , , , , , , , , , |
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Springer Nature B.V.
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| Accesso online: | Citation/Abstract Full Text Full Text - PDF |
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| 024 | 7 | |a 10.1186/s12909-025-07450-x |2 doi | |
| 035 | |a 3227643166 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
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| 100 | 1 | |a Carrion, Carme | |
| 245 | 1 | |a Conceptual frameworks, competencies, contents and teaching methods in planetary health education for health students and professionals: a global systematic scoping review | |
| 260 | |b Springer Nature B.V. |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a BackgroundPlanetary Health studies the impact of the global environmental crisis on health. Urgent transdisciplinary, intersectoral, and holistic solutions adapted to local realities are needed. Designing training programs attuned to contextual needs of diverse groups and geographical areas is crucial. Planetary health programs are emerging worldwide, but little is known about their scope and learning outcomes. A systematic scoping review is needed to shed light on the state of planetary health education.ObjectivesThis review aims to identify existing frameworks, competencies, content, and teaching methods in planetary health education.MethodsFollowing PRISMA Extension for Scoping Reviews (PRISMA-ScR) guidelines, we included studies targeting undergraduate and postgraduate students, focusing on skills, knowledge, and abilities related to planetary health, published in English or Spanish. No exclusions were made based on geographic area, study design, or publication period. Databases consulted were MEDLINE via PubMed, Scopus, Web of Science, and ProQuest. Selection and data extraction processes were conducted systematically.ResultsWe included 73 articles, with 88% from high-income countries and 49% focused on health professionals. Conceptual frameworks identified include "One Health," "Sustainable Development Goals," and the "Planetary Health Education Framework." Transversal skills (complex problem-solving, systemic thinking, collaboration, interdisciplinary) and specific competencies (understanding health interactions with climate change, pollution) were outlined in 45% of studies. Half of the studies described 23 general topics and 93 specific content areas. Teaching methods included in-person (59%), virtual (12%), and hybrid models (29%).ConclusionsThis review highlights the heterogeneity in conceptual frameworks, competencies, content, and teaching methods in planetary health education for health professionals. Future research should focus on developing and evaluating evidence-based educational models to address the evolving challenges of planetary health. Recommendations include enhancing collaboration among stakeholders and integrating innovative teaching methods to improve planetary health education.Trial registrationThe protocol has been registered in the Open Science Framework database (registration number: osf.io/h2b3j, March 2024).Clinical trial number: not applicable. | |
| 610 | 4 | |a United Nations--UN | |
| 653 | |a Teaching methods | ||
| 653 | |a Global health | ||
| 653 | |a Climate change | ||
| 653 | |a Health education | ||
| 653 | |a Life expectancy | ||
| 653 | |a Sustainable development | ||
| 653 | |a Land use | ||
| 653 | |a Professionals | ||
| 653 | |a Systematic review | ||
| 653 | |a Geographic Location | ||
| 653 | |a Educational Practices | ||
| 653 | |a Independent Study | ||
| 653 | |a Competence | ||
| 653 | |a Prior Learning | ||
| 653 | |a Interrater Reliability | ||
| 653 | |a Reference Materials | ||
| 653 | |a Capacity Building | ||
| 653 | |a Search Strategies | ||
| 653 | |a Climate | ||
| 653 | |a Information Seeking | ||
| 653 | |a Sustainability | ||
| 653 | |a Computer Software Reviews | ||
| 653 | |a Structural Elements (Construction) | ||
| 653 | |a Allied Health Occupations Education | ||
| 653 | |a Professional Education | ||
| 653 | |a Database Management Systems | ||
| 653 | |a Lifelong Learning | ||
| 700 | 1 | |a Camilla Alay Llamas | |
| 700 | 1 | |a Eka Dian Safitri | |
| 700 | 1 | |a Domènech-Panicello, Carola | |
| 700 | 1 | |a Downward, George S | |
| 700 | 1 | |a Ardi Findyartini | |
| 700 | 1 | |a Greviana, Nadia | |
| 700 | 1 | |a Indah Kartika Murni | |
| 700 | 1 | |a Sie Meng Lee | |
| 700 | 1 | |a Llimós, Mireia | |
| 700 | 1 | |a Moreno, Ariadna | |
| 700 | 1 | |a Shannon Leigh O’Brien | |
| 700 | 1 | |a Ruiz-Mallén, Isabel | |
| 700 | 1 | |a Soemantri, Diantha | |
| 700 | 1 | |a Indah Suci Widyahening | |
| 700 | 1 | |a Ranakusuma, Respati Wulansari | |
| 773 | 0 | |t BMC Medical Education |g vol. 25 (2025), p. 1-19 | |
| 786 | 0 | |d ProQuest |t Healthcare Administration Database | |
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| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3227643166/fulltextPDF/embedded/ZKJTFFSVAI7CB62C?source=fedsrch |