Carrion Carme, Llamas Camilla Alay, Safitri Eka Dian, Domènech-Panicello Carola, Downward George S, Findyartini Ardi, Greviana Nadia, Murni Indah Kartika, Lee Sie Meng, Llimós Mireia, Moreno Ariadna, O'Brien Shannon Leigh, Ruiz-Mallén Isabel, Soemantri Diantha, Widyahening Indah Suci, Ranakusuma Respati Wulansari, Fitriani Dewi Yunia, O'Callaghan-Gordo Cristina
Faculty of Health Studies, Universitat Oberta de Catalunya, Barcelona, Catalonia, Spain.
eHealth Lab Research Group, School of Health Sciences, Universitat Oberta de Catalunya (UOC), Barcelona, Spain.
BMC Med Educ. 2025 Jul 1;25(1):956. doi: 10.1186/s12909-025-07450-x.
Planetary Health studies the impact of the global environmental crisis on health. Urgent transdisciplinary, intersectoral, and holistic solutions adapted to local realities are needed. Designing training programs attuned to contextual needs of diverse groups and geographical areas is crucial. Planetary health programs are emerging worldwide, but little is known about their scope and learning outcomes. A systematic scoping review is needed to shed light on the state of planetary health education.
This review aims to identify existing frameworks, competencies, content, and teaching methods in planetary health education.
Following PRISMA Extension for Scoping Reviews (PRISMA-ScR) guidelines, we included studies targeting undergraduate and postgraduate students, focusing on skills, knowledge, and abilities related to planetary health, published in English or Spanish. No exclusions were made based on geographic area, study design, or publication period. Databases consulted were MEDLINE via PubMed, Scopus, Web of Science, and ProQuest. Selection and data extraction processes were conducted systematically.
We included 73 articles, with 88% from high-income countries and 49% focused on health professionals. Conceptual frameworks identified include "One Health," "Sustainable Development Goals," and the "Planetary Health Education Framework." Transversal skills (complex problem-solving, systemic thinking, collaboration, interdisciplinary) and specific competencies (understanding health interactions with climate change, pollution) were outlined in 45% of studies. Half of the studies described 23 general topics and 93 specific content areas. Teaching methods included in-person (59%), virtual (12%), and hybrid models (29%).
This review highlights the heterogeneity in conceptual frameworks, competencies, content, and teaching methods in planetary health education for health professionals. Future research should focus on developing and evaluating evidence-based educational models to address the evolving challenges of planetary health. Recommendations include enhancing collaboration among stakeholders and integrating innovative teaching methods to improve planetary health education.
The protocol has been registered in the Open Science Framework database (registration number: osf.io/h2b3j, March 2024).
not applicable.
行星健康研究全球环境危机对健康的影响。需要采取适应当地实际情况的紧急跨学科、跨部门和整体解决方案。设计符合不同群体和地理区域背景需求的培训项目至关重要。行星健康项目正在全球范围内兴起，但对其范围和学习成果知之甚少。需要进行系统的范围审查，以阐明行星健康教育的现状。
本综述旨在确定行星健康教育中现有的框架、能力、内容和教学方法。
遵循《系统综述扩展版PRISMA指南》（PRISMA-ScR），我们纳入了针对本科生和研究生的研究，重点关注与行星健康相关的技能、知识和能力，研究以英文或西班牙文发表。未基于地理区域、研究设计或发表时间进行排除。所查询的数据库包括通过PubMed的MEDLINE、Scopus、科学网和ProQuest。选择和数据提取过程是系统进行的。
我们纳入了73篇文章，其中88%来自高收入国家，49%关注卫生专业人员。确定的概念框架包括“同一健康”“可持续发展目标”和“行星健康教育框架”。45%的研究概述了横向技能（复杂问题解决、系统思维、协作、跨学科）和特定能力（理解健康与气候变化、污染的相互作用）。一半的研究描述了23个一般主题和93个具体内容领域。教学方法包括面授（59%）、虚拟（12%）和混合模式（29%）。
本综述突出了针对卫生专业人员的行星健康教育在概念框架、能力、内容和教学方法方面的异质性。未来的研究应侧重于开发和评估基于证据的教育模式，以应对行星健康不断演变的挑战。建议包括加强利益相关者之间的合作，并整合创新教学方法以改善行星健康教育。
该方案已在开放科学框架数据库中注册（注册号：osf.io/h2b3j，2024年3月）。
不适用。
