ArticleHRB open research2025
Climate Change and Sustainability in Health Professions Education: A Realist Review Protocol.
Article in HRB open research, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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
1 citing paper in PubMed.
- Climate Change and Sustainability in Health Professions Education: A Realist Review Protocol.HRB open research · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
9 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Climate change poses a critical global health challenge, affecting public health, healthcare systems, and health professions education (HPE). While healthcare professionals play a key role in addressing climate-related health risks and promoting sustainable practices, formal training in climate change and sustainability (CC&S) remains limited and CC&S education is inconsistently implemented due to challenges such as curriculum constraints and lack of faculty expertise. Existing systematic and scoping reviews provide an overview of CC&S interventions but do not sufficiently explore the mechanisms driving their success or failure. A realist review is needed to understand what works, for whom, and under what conditions in CC&S education. Methods: This realist review will follow the RAMESES publication standards and use a structured, iterative approach to synthesise evidence. A comprehensive search strategy will be conducted across academic databases and grey literature sources to identify CC&S education interventions in undergraduate, postgraduate, and continuing professional education across healthcare disciplines. Data will be extracted using a Context-Mechanism-Outcome (CMO) framework to analyse key contextual factors, mechanisms, and outcomes influencing intervention effectiveness. Regular team discussions will ensure consensus in identifying CMOs and refining the initial programme theory. Findings will be reported through narrative synthesis, summary tables, and a graphical representation of the final programme theory. Discussion: This review will provide practical insights for stakeholders on how to effectively integrate CC&S education into HPE curricula. By unpacking mechanisms and contextual factors, it will go beyond traditional systematic reviews to explain why and how these interventions succeed or fail. The findings will inform curriculum development, faculty training, and policy recommendations, ensuring that future healthcare professionals are equipped to address climate-related health challenges and advance sustainable healthcare practices. Ultimately, this realist review will provide transferable context-sensitive insights to inform the adaptation of CC&S education across diverse health professions education settings.Systematic review registration: Open Science Framework (OSF).
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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.