An international planetary health for primary care massive open online course.

In this Viewpoint we argue that primary care practitioners should receive professional education in how to directly respond to planetary health challenges. We reflect on the provision of a massive open online course (MOOC) on planetary health for primary care practitioners in the context of existing training programmes. We describe the construction, delivery, and certification of a Global South-originated MOOC and explain aspects of its rhizomatic learning theory. We share baseline information and preliminary findings collected on the initial cohort of participants, including their profiles and previous knowledge about planetary health. We suggest that this MOOC is an appropriate response to planetary health challenges, and argue that cost-free, accredited planetary health education for primary care practitioners should be provided as a public good that also fulfils individual professionals' entitlement to quality education and continuing professional development.

Planetary health education in medical curricula in the Republic of Ireland.

BACKGROUND: The World Health Organization considers climate change an urgent global health challenge requiring prioritised action. A recent global survey reported that only 15% of medical schools have incorporated climate change and health into the curriculum. OBJECTIVES: This research study was carried out from November 2020 and April 2021 using the Planetary Health Report Card (PHRC) initiative to assess the current level of planetary health teaching in medical schools in the Republic of Ireland. PHRC is a student-led international public initiative, which aims to compare medical schools using a planetary health report card. The assessment was submitted as a final report to the Irish Medical Council and to the medical schools involved. RESULTS: Very few learning outcomes in Irish medical curricula directly address or include the concept of planetary health. Inclusion of specific topics remains reliant on individual lecturer interest. While most universities have excellent research centres which cover specific aspects of planetary health, the links between these institutes and medical schools have not been created. CONCLUSIONS: Overall, there are promising examples of planetary health themes throughout the current Irish medical curricula, however, these remain poorly implemented or embedded within the curricula. Medical schools should incorporate education on planetary health to ensure graduates are equipped as to become medical leaders practising in a changing world.

Attitudes of Medical Students Toward Volunteering in Emergency Situations.

OBJECTIVE: With the rising incidence of health care emergencies, there has been a considerable burden placed on health care systems worldwide. We aimed to determine the willingness and capacity of medical students in Ireland to volunteer during health care emergencies. METHODS: An online, cross-sectional survey of medical students at the National University of Ireland was conducted in 2015. RESULTS: Respondents totaling 274 completed the survey (response rate - 30.1%). Of participants, 69.0% were willing to volunteer in the event of a natural disaster and 59.1% in an event of an infectious epidemic, with altruism being the strongest motivational factor. Only a minority of students (23.7%) felt their current skill level would be useful in an emergency setting. CONCLUSIONS: Medical students express a strong interest in actively participating during health care emergencies.