Learning planetary health through international & interprofessional education: a qualitative study of student reflections.

backgroundPlanetary health, defined as the interdependence of human and ecological systems, is recognised as an urgent concern for health professional education. Most reported interventions have been developed within single institutions, and empirical evidence examining international and interdisciplinary approaches remains limited.

methodsReflective writings from 25 medical, nursing, and pharmacy students who participated in a one-week in-person international summer school on planetary health, delivered across seven universities in the Global Alliance of Medical Excellence consortium, were thematically analysed. The curriculum, co-designed by 11 faculty and planetary health experts, combined lectures, simulations, and group projects to foster intercultural and interprofessional collaboration. Reflections were collected using structured prompts based on Gibbs' reflective cycle and analysed using Braun and Clarke's approach. Rigour was supported through independent coding, team consensus, adhering to COREQ guidelines.

resultsThree themes with seven subthemes were identified. First, students articulated their understanding of planetary health, including reflections on advocacy and systems thinking as relevant professional frameworks. Second, they valued interprofessional and intercultural collaboration, recognising opportunities of diverse perspectives and challenges of communication across contexts. Third, students expressed considerations regarding potential advocacy at individual, institutional, and societal levels, ranging from personal practice to curricular reform and stakeholder engagement. While mostly aspirational, these comments reflected early awareness of sustainability as a professional responsibility and represent immediate, self-reported perceptions rather than evidence of behavioural change.

conclusionsThis study provides exploratory empirical insights into how students perceive and reflect on planetary health learning. The findings extend beyond the scope of single-institution interventions by suggesting that cross-border programmes may add distinctive value. Given the short duration, self-selected sample, and reliance on self-report, outcomes should be interpreted cautiously. Future research should examine longitudinal learning processes, scalability through virtual or regional models, and inclusion of perspectives from low- and middle-income countries to strengthen equity and sustainability.