ArticleMedEdPORTAL : the journal of teaching and learning resources2025
An Integrable and Interactive Session for Developing Action-Oriented Foundational Climate Change and Health Competencies in Medical Students.
Article in MedEdPORTAL : the journal of teaching and learning resources, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
18 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Climate change is the greatest threat to global health, yet there are few foundational climate resources available for integration into medical school curricula. We describe an interactive session for equipping medical students with practical and empowering foundational climate-health competencies. Methods: We developed a 2-hour interactive lecture+ preceded by 30 minutes of required prep work. Knowledge was assessed using two-question quizzes. A postsession survey evaluated session effectiveness and self-assessed attitudes and preparedness. Results: A total of 375 students participated; 164 completed all assessment and evaluation measures. The average knowledge quiz score after required prep was 80%. Of all students, 82% reported that more than half of the session's climate change mitigative strategies were new to them. Ratings of preparedness for five tasks linked to learning objectives significantly improved in all classes ( Discussion: This resource fills an urgent need for an integrable session for medical schools hoping to achieve action-oriented, foundational climate-health competencies. Key characteristics of this work include the diversity of the development team, ease and flexibility of session implementation, a focus on empowerment, and strong assessment and evaluation data supporting achievement of learning objectives.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.