Evidence map›Paper›PMID 41634687›Full record

ArticleBMC medical education2026

The Climate Health Curriculum Tool (CHCT): an assessment framework for integrating climate health education in U.S. undergraduate medical curricula.

Lawrence Rosen, Elizabeth Cerceo, Catherine Chen, Susan Edwards, Barbara C Erny, Colleen M Fitzpatrick, Elizabeth Gillespie, Parvathy Pillai, Carmela Rocchetti, Holly Rosencranz and 4 more

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Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

14 authors.

Lawrence RosenHackensack Meridian School of Medicine, Nutley, NJ, USA. lawrence.rosen@hmhn.org.
Elizabeth CerceoCooper Medical School of Rowan University, Cooper University Health Care, Camden, NJ, USA.
Catherine ChenDepartment of General Internal Medicine, Robert Wood Johnson Medical School, New Brunswick, NJ, USA.
Susan EdwardsDepartment of Family and Community Medicine, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada.
Barbara C ErnyDepartment of Internal Medicine, Director of CLIME (Climate Learning in Medical Education), Stanford University School of Medicine, Stanford, CA, USA.
Colleen M FitzpatrickZucker School of Medicine at Northwell/Hofstra, New Hyde Park, NY, USA.
Elizabeth GillespieDepartment of Medicine-Hospital Medicine, University of Colorado School of Medicine, Denver, CO, USA.
Parvathy PillaiDepartment of Population Health Sciences, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA.
Carmela RocchettiHackensack Meridian School of Medicine, Nutley, NJ, USA.
Holly RosencranzCarle Illinois College of Medicine, Urbana, IL, USA.
Perry SheffieldDepartment of Environmental Medicine, Icahn School of Medicine at Mount Sinai, New York, NY, USA.
Caroline WellberyDepartment of Family of Medicine, Georgetown University School of Medicine, Washington, D.C, USA.
Stefan WheatEmergency Medicine, University of Washington School of Medicine, Seattle, WA, USA.
Cecilia SorensenEmergency Medicine, Columbia Irving Medical Center, Columbia University, New York, NY, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundClimate change poses urgent and complex threats to public health, yet major gaps persist in integrating climate health education into medical curricula. We developed the Climate Health Curriculum Tool (CHCT), an evidence-based framework to guide medical educators in designing, implementing, and evaluating climate health content across U.S. undergraduate medical education.

methodsA transdisciplinary expert panel reviewed and integrated existing climate health competency frameworks with the Association of American Medical Colleges (AAMC) foundational competency domains. The panel utilized structured mapping, iterative review, and consensus building processes to develop domain-specific, measurable learning objectives.

resultsThe CHCT, adapted from the validated AAMC Tool for Assessing Cultural Competence Training (TACCT), organizes climate health competencies across six domains: Patient Care, Knowledge for Practice, Practice-Based Learning and Improvement, Interpersonal and Communication Skills, Systems-Based Practice, and Professionalism. For each domain, the tool specifies learning objectives that can be mapped to existing courses or integrated in new courses, facilitating incremental integration into curricula.

conclusionsThe CHCT provides a structured, adaptable, and competency-aligned framework for integrating climate health into U.S. undergraduate medical education. It addresses a critical educational gap and supports adoption across diverse institutional contexts. Future research should evaluate its implementation and impact on learner outcomes.

Indexed as

Climate ChangeCurriculumEducation, Medical, UndergraduateEnvironmental HealthCultural CompetencyHumansUnited StatesClimate changeClimate health, planetary healthCompetency-based educationCurriculum developmentEnvironmental sustainabilityMedical educationUndergraduate medical education

Identifiers

PMID41634687
PMCPMC12918574

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LicenceCC BY-NC-ND
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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.