ReviewFrontiers in public health2026
A narrative review of pedagogical approaches and action pathways for climate change education in medical and health professions training.
Review in Frontiers in public health, 2026. 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
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Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: The direct and indirect health consequences of climate change are increasingly becoming evident. To address the critical public health challenges posed by climate change, medical and health professions students need to be equipped with relevant skills, and institutions are adopting initiatives to integrate climate education. This narrative review aimed to explore implemented interventions for incorporating climate change and health education into medical and health professions training. Methods: Peer reviewed publications describing climate health interventions, were identified through database and supplementary searches. Data was synthesized narratively, focusing on pedagogical approaches, delivery and innovations. Results: Forty-one publications between 2020 and 2025 were reviewed. Six major themes emerged: integration into core curricula, flexible entry points (electives, workshops, and conferences), experiential and field based learning, advocacy and leadership training, faculty capacity building, and scalable and transferable models. Climate change and health education is being delivered in multiple formats, often combining didactic teaching with experiential activities. Scalable and transferable educational resources, learning models, and curricular integration strategies were identified. Student-led advocacy, institutional support and partnerships were drivers, while challenges include time, expertise and resource constraints. Conclusions: This review reflects gaining momentum in climate change and health education across medical and health professions training, particularly in recent years. The identified themes provide potential action pathways for integrating climate-health interventions.
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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.