A. Teherani is professor of medicine, founding co-director, University of California Center for Climate, Health, and Equity, director, Program Evaluation and Continuous Quality Improvement, and education scientist, University of California, San Francisco School of Medicine, San Francisco, California; ORCID: http://orcid.org/0000-0003-2936-983 .
T. Nicastro is a researcher, National Center of Excellence in Women's Health, University of California, San Francisco School of Medicine, San Francisco, California, and doctoral student, Epidemiology and Population Health, London School of Hygiene and Tropical Medicine, London, United Kingdom.
Acad Med. 2023 Jun 1;98(6):680-687. doi: 10.1097/ACM.0000000000005137. Epub 2023 Jan 3.
Health professionals (HPs) are increasingly called upon to care for patients experiencing the health impacts of climate change, while working in the high eco-footprint health care system, which is starting to embrace a culture of sustainability. HPs are uniquely positioned to drive health care culture toward ecological responsibility and, consequently, improve patient care, health equity, and public health. Education for sustainable health care (ESHC or ESH) is the first step in developing health care practitioners able to think critically about and act upon the health impacts of the climate crisis. University of California Education for Sustainable Healthcare (UC-ESH) Faculty Development Initiative was developed to address the following goals: educate faculty on eco-medical literacy, empower faculty to build community and lead ESH at their institutions, and expand coverage of ESH to reach students beyond those for whom sustainability is already a focus. The initiative provided training to faculty across health professions and 6 health science campuses to integrate ESH into their courses using the train-the-trainer model, key knowledge and pedagogical skills, and longitudinal guidance and networking opportunities. Using a survey, questionnaire, and interviews, the initiative was evaluated using the process/elements and product/outcomes steps of the Context, Input, Process, and Product evaluation model. The UC-ESH educated over 100 faculty members and led to ESH integration into 99 existing and new courses that subsequently reached over 7,000 learners. The UC-ESH increased empowerment, awareness, and knowledge about the climate crisis, and built an ESH community of practice. Initiative elements that contributed to these outcomes included engaging training; creation of supportive group dynamics; helpful resources and activities; ongoing support; and integration approaches to ESH. This university-system-wide initiative provides a transferable model to institutions, schools, and departments seeking to develop eco-medical literate faculty who educate their students about the climate, ecosystem, and health crisis.
卫生专业人员（HPs）越来越多地被要求照顾那些受到气候变化影响的患者，而他们工作的卫生保健系统的生态足迹很高，该系统开始接受可持续发展文化。卫生专业人员处于独特的地位，可以推动卫生保健文化朝着生态责任的方向发展，从而改善患者护理、健康公平和公共卫生。可持续卫生保健教育（ESHC 或 ESH）是培养能够批判性地思考和应对气候危机对健康影响的卫生保健从业者的第一步。加州大学可持续卫生保健教育（UC-ESH）教师发展倡议旨在实现以下目标：教育教师生态医学素养，使教师能够在自己的机构中建立社区并领导 ESH，扩大 ESH 的覆盖范围，让那些对可持续发展已经关注的学生以外的学生受益。该倡议通过培训跨卫生专业和 6 个健康科学校园的教师，使用培训师模式、关键知识和教学技能以及纵向指导和网络机会，将 ESH 纳入他们的课程。该倡议使用问卷调查和访谈，按照情境、投入、过程和产品评价模型的过程/要素和产品/结果步骤进行评估。UC-ESH 教育了 100 多名教师，并促使 ESH 融入 99 门现有和新的课程，随后有超过 7000 名学习者受益。UC-ESH 提高了对气候危机的授权、意识和知识，并建立了一个 ESH 实践社区。促成这些成果的倡议要素包括参与式培训、创造支持性的群体动态、有益的资源和活动、持续支持以及 ESH 的整合方法。这个大学系统范围内的倡议为那些寻求培养具有生态医学素养的教师的机构、学校和部门提供了一个可转移的模式，这些教师会教育他们的学生了解气候、生态系统和健康危机。
