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What do tomorrow’s doctors need to learn about ecosystems? – A BEME Systematic Review: BEME Guide No. 36.

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Title: What do tomorrow’s doctors need to learn about ecosystems? – A BEME Systematic Review: BEME Guide No. 36.
Authors: Walpole, Sarah Catherine1 (AUTHOR) sarah.walpole@hyms.ac.uk, Pearson, David1 (AUTHOR), Coad, Jonathan1 (AUTHOR), Barna, Stefi2 (AUTHOR)
Source: Medical Teacher. Apr2016, Vol. 38 Issue 4, p338-352. 15p.
Subject Terms: *Medical education, *Curriculum planning, *Professional education, *Conservation of natural resources, *Medical students, Ecosystems, Global environmental change, Medical care -- Environmental aspects, Biotic communities, Ecology, Health, Study & teaching of medicine, MEDLINE, Physicians, Professions, Systematic reviews, Thematic analysis
Abstract: Background: Human health is fundamentally determined by the health of ecosystems. Guidance is lacking about how to address the topic of ecosystems within medical education. Aims: To determine the nature of discussions around ecosystems in the educational, medical and medical education literature. To identify learning needs of tomorrow’s doctors. Methods: A narrative synthesis approach was used. Systematic searches were completed in 14 databases. Two independent reviewers screened results. Preliminary synthesis included textual descriptions and quality appraisal. Data were analysed using the Education for Sustainable Healthcare framework and thematic analysis. Relationships between studies were explored. Best evidence synthesis, contacting authors of primary studies and critical reflection reinforced robustness. Results: Six thousand seven hundred and fifty-three abstracts and 123 full texts were screened. Twenty-seven studies were included. Many studies lacked clear reporting. Medical students and doctors displayed knowledge about ecosystems, but lacked confidence to enact sustainable practices. Education about causes and consequences of environmental change is required. Few studies proposed specific learning objectives. Conclusions: To prepare for roles as health care workers and leaders, medical students must learn about relationships between ecosystems, health and health care. The Education for Sustainable Healthcare framework outlines essential knowledge and attitudes but requires addition of practical competencies. Further research should explore the framework’s relevance in different contexts, in order to structure training accordingly. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: What do tomorrow’s doctors need to learn about ecosystems? – A BEME Systematic Review: BEME Guide No. 36.
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  Data: Background: Human health is fundamentally determined by the health of ecosystems. Guidance is lacking about how to address the topic of ecosystems within medical education. Aims: To determine the nature of discussions around ecosystems in the educational, medical and medical education literature. To identify learning needs of tomorrow’s doctors. Methods: A narrative synthesis approach was used. Systematic searches were completed in 14 databases. Two independent reviewers screened results. Preliminary synthesis included textual descriptions and quality appraisal. Data were analysed using the Education for Sustainable Healthcare framework and thematic analysis. Relationships between studies were explored. Best evidence synthesis, contacting authors of primary studies and critical reflection reinforced robustness. Results: Six thousand seven hundred and fifty-three abstracts and 123 full texts were screened. Twenty-seven studies were included. Many studies lacked clear reporting. Medical students and doctors displayed knowledge about ecosystems, but lacked confidence to enact sustainable practices. Education about causes and consequences of environmental change is required. Few studies proposed specific learning objectives. Conclusions: To prepare for roles as health care workers and leaders, medical students must learn about relationships between ecosystems, health and health care. The Education for Sustainable Healthcare framework outlines essential knowledge and attitudes but requires addition of practical competencies. Further research should explore the framework’s relevance in different contexts, in order to structure training accordingly. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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    Subjects:
      – SubjectFull: Medical education
        Type: general
      – SubjectFull: Curriculum planning
        Type: general
      – SubjectFull: Professional education
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      – SubjectFull: Conservation of natural resources
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      – SubjectFull: Ecology
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