Submission ID 77859
| Code | P5 |
|---|---|
| At the end of this workshop, participants will be able to: | |
| Category | Medical Education |
| Type | Poster |
| Will the presenter be a: | Other |
| Presenter Other | Faculty, resident and/or graduate student |
| Title | Exploring Faculty Attitudes and Knowledge Regarding Curriculum Implementation of Planetary Health at the Department of Family and Community Medicine (Dfcm), University of Toronto |
| Background/Purpose | Climate change is the greatest threat to human health of this century1. Currently, no formal planetary health curriculum exists in postgraduate family medicine programs curriculum across Canada2. Moreover, as outlined by The College of Family Physician's Guides for Improvement of Family Medicine Training (GIFT)2, many learners have illuminated the need for planetary health curriculum development and have provided recommendations and a framework for implementation. The purpose of this study was to determine current faculty attitudes and knowledge to facilitate implementing this curriculum. |
| Methods | We purposively sampled 8-12 key postgraduate faculty informants who participated in one-on-one semi-structured video interviews from May - September 2022. A grounded theory approach was used to collect and analyze data. |
| Results | Preliminary findings suggest that overall, faculty perceive planetary health curriculum to be relevant to family medicine. However, some participants expressed concerns regarding the priority of planetary health in a saturated family medicine curriculum, professional boundaries, and difficulties in engaging in curriculum change. Moreover, overarching developing themes include curriculum development, implementation, attitudes, and barriers. |
| Discussion | As illuminated by the GIFT report, there is a need for planetary health to be implemented within the family medicine curriculum. Preliminary findings of our study provide insight into the various factors that may aid in curriculum implementation of planetary health within family medicine training. These include the development of 1) leads across all sites to facilitate education, 2) education modules centered in family medicine, and 3) faculty education regarding the health threats of climate change to improve faculty literacy and address knowledge gaps. |
| Keyword 1 | Planetary Health |
| Keyword 2 | Family medicine |
| Keyword 3 | Postgraduate curriculum |
| Abstract content most relevant to: (check all that apply) | Continuing Professional Development (CPD) (faculty development, CME)
Residency Education |
| Abstract Track - First Choice | Planetary Health |
| Authors | KitShan Lee Elisabeth Abigail Ramdawar Samantha Green Rachel Adilman Azzra Mangalji KitShan Lee |
