ArticleThe western journal of emergency medicine2026
Implementing a Climate Health Education Curriculum for Emergency Medicine Trainees and Faculty.
Article in The western journal of emergency medicine, 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
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
As climate-related health impacts intensify, emergency physicians (EP) increasingly encounter patients whose conditions are influenced by environmental change. To provide care for climate- vulnerable patients in the emergency department (ED), EPs should be educated on the impacts of climate change. The goal of our intervention was to provide a structured climate health educational curriculum to attending physicians, residents, and medical students and assess the perceived effectiveness of the curriculum. A longitudinal climate health curriculum was delivered in a four-part lecture series over the course of three months to medical students, postgraduate year 1-3 emergency medicine residents, and academic emergency attending physicians. We measured learners' perceived knowledge pre- and post-curriculum with surveys assessing four core areas: 1) climate change topics; 2) climate impacts on human health; 3) confidence in treating medical conditions exacerbated by climate change; and 4) climate change solutions. At the completion of the three-month curriculum, the learners reported a statistically significant improvement in perceived level of knowledge in overall climate health topics in 87.5% (28/32 concepts with P < .05) of concepts assessed during the climate health education curriculum. Specifically, learners reported a perceived knowledge improvement in concepts of general climate change (6/6 topics, P < .05), impacts on human health (7/8 topics, P < .05), confidence in treating medical conditions exacerbated by climate change (8/9 topics, P < .05), and knowledge of climate solutions (7/9 topics, P < .05). Overall, learners reported a higher median likelihood of implementing individual climate solutions after the conclusion of the climate health education curriculum, although this was not statistically significant (5.0 vs 7.0, P = .073). Our model introduces the concept of a longitudinal, lecture-based climate change curriculum to assist in educating resident learners in evidence-based climate health knowledge, assist in preparing EPs to better treat climate-vulnerable patient populations, and share climate solutions.
Indexed as
Identifiers
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.