Department of Population Health and Disease Prevention, University of California, Irvine, Irvine, CA, United States.
Front Public Health. 2022 Jul 25;10:954025. doi: 10.3389/fpubh.2022.954025. eCollection 2022.
In response to a University of California systemwide initiative to expand the knowledge base of climate change, two half-day workshops were held for faculty in the College of Health Sciences at the UC Irvine. In the first workshop, 20 participants who teach in the Schools of Nursing, Medicine, Pharmacy, and Pharmaceutical Science, or the Program in Public Health convened to explore concepts of sustainability, theoretical models of curriculum integration, challenges to adding new competencies into professional training, and strategies for integrating climate change modules and case studies into the curricula. The second half-day workshop was held a year after the first workshop to review how faculty members have modified their syllabus to integrate climate change information with varying degrees of success. A case study is presented regarding an asynchronous fully online course Introduction to Global Health, which is open to enrollment by students from all campuses of the University of California. The outcomes revealed preferential adoption of models of curriculum integration which minimized disruption of the sequence of topics in pre-existing courses. These include, for example, the use of longitudinal climate datasets for quantitative analysis of disease outcomes, and description of episodic events involving extreme weather conditions to explore differences in social determinants of vulnerability to climate change impacts in different populations. Integration of climate change as a distinct topic seems easier in elective courses in comparison with required courses designed to cover pre-established professional knowledge, competencies, and skills. The emergent requirement for interprofessional training in the health sciences provides an opportunity for the development of a cross-cutting competency domain including climate change as a unifying theme in a stand-alone course or set of courses in a sequenced model of curriculum integration.
为响应加利福尼亚大学系统扩大气候变化知识库的倡议，在加州大学欧文分校健康科学学院为教师举办了两次为期半天的研讨会。在第一次研讨会上，来自护理学院、医学院、药学院和制药科学学院，或公共卫生计划的 20 名参与者聚集一堂，探讨可持续性概念、课程整合理论模型、将新能力纳入专业培训的挑战，以及将气候变化模块和案例研究整合到课程中的策略。第二次研讨会是在第一次研讨会一年后举行的，旨在回顾教师们如何修改他们的教学大纲，以不同程度地成功整合气候变化信息。本文提出了一个关于异步全在线课程《全球健康概论》的案例研究，该课程向加利福尼亚大学所有校区的学生开放。研究结果表明，人们更倾向于采用课程整合模式，这些模式将最大限度地减少对现有课程中主题顺序的干扰。例如，使用纵向气候数据集对疾病结果进行定量分析，以及描述涉及极端天气条件的偶发事件，以探索不同人群对气候变化影响的脆弱性的社会决定因素的差异。与旨在涵盖预先确定的专业知识、能力和技能的必修课程相比，将气候变化作为一个独立的主题纳入选修课程似乎更容易。健康科学领域对跨专业培训的新兴需求为在独立课程或课程序列模型中开发包括气候变化在内的跨学科能力领域提供了机会，将其作为一个统一主题。
