Preparing health practitioners to respond to the rising burden of disease from climate change is emerging as a priority in health workforce policy and planning. However, the issue is hardly represented in the medical education research. The rapidly evolving wide range of direct and indirect consequences of climate change will require health professionals to have not only broad content knowledge but also flexibility and responsiveness to diverse regional problems, but they do creatively seek to better solve novel problems. This may be the result of an acquired approach to practice or a pathway that can be fostered by learning environments. It is also know that building adaptive expertise in medical education involves putting students on a learning pathway that requires them to have, first, the motivation to innovatively problem-solve and, second, exposure to diverse content material, meaningfully presented. Including curriculum content on the health effects of climate change could help meet these two conditions for some students at least. A working definition and illustrative competencies for adaptive expertise for climate change, as well as examples of teaching and assessment approaches extrapolated from rural curricula, are provided.
History
Publication title
Advances in Health Sciences Education
Volume
2010
Issue
In press on-line
Pagination
EJ
ISSN
1382-4996
Department/School
School of Health Sciences
Publisher
Springer
Place of publication
Netherlands
Rights statement
Copyright 2010 Springer Science + Business Media
Repository Status
Restricted
Socio-economic Objectives
Public health (excl. specific population health) not elsewhere classified