ArticleThe journal of climate change and health
Medical education competency frameworks for climate and planetary health: A scoping review.
Article in The journal of climate change and health. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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
2 citing papers in PubMed.
- Training under planetary risk: planetary health ethics in clinical education and governance.BMC medical education · 2026Article
- The Climate Health Curriculum Tool (CHCT): an assessment framework for integrating climate health education in U.S. undergraduate medical curricula.BMC medical education · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Climate change threatens human health by exacerbating existing health inequities, increasing climate-related illnesses, and disrupting healthcare systems. Preparing future physicians to address these challenges is essential for resilient healthcare systems. While climate health education in medical schools is gaining traction globally, its integration remains inconsistent, with limited consensus on core competencies. Methods: A systematic search of peer-reviewed and gray literature was conducted across databases including PubMed, ERIC, EMBASE, and CINAHL. Inclusion criteria required frameworks to address climate or planetary health in medical education and to reflect consensus-level guidance from national or regional bodies. Each framework was thematically assessed for competencies and domains. Results: 12 frameworks met inclusion criteria. Key competencies identified varied among the frameworks and included medical knowledge of climate change's health impacts, skills in climate-informed clinical practice, advocacy for sustainable healthcare, and addressing health equity. Unique aspects of climate health, such as Indigenous knowledge and environmental justice, appeared in a few frameworks. While foundational knowledge was universally emphasized, domains such as health system sustainability and interprofessional skills were less consistently integrated. Conclusion: Our findings underscore the paucity of globally aligned, evidence-based competency frameworks, especially in the Global South, needed to equip future physicians with the skills to address the health impacts of climate change. Establishing standardized competencies will support consistent education and preparedness among future physicians worldwide. This review reveals a need for standardized frameworks to ensure comprehensive climate-health education across diverse medical education systems. Current frameworks demonstrate progress, yet gaps remain, especially in practical, action-oriented skills and specific competencies for vulnerable populations.
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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.