Edited by: Rabi Mohtar, Texas A&M University, United States
Reviewed by: Holly Rosencranz, University of Illinois at Urbana-Champaign, United States
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The relationship between environmental sustainability and health is both profound and multifaceted. Climate change, air and water pollution, and the loss of biodiversity significantly affect human health, which is contributing to an increase in respiratory and cardiovascular diseases, vector-borne illnesses, and mental health disorders (Landrigan et al.,
Physicians occupy a unique position of trust and influence in society, bearing an ethical responsibility to advocate for practices that protect and promote the wellbeing of current and future generations. Teaching sustainability in medical schools equips future physicians with the knowledge and skills to champion policies and practices that mitigate environmental harm. This advocacy extends beyond clinical settings, influencing broader societal changes necessary for sustainable development. Moreover, healthcare systems themselves are vulnerable to the impacts of climate change and environmental degradation. Natural disasters, pandemics, and resource shortages can disrupt medical services, underscoring the need for resilient healthcare infrastructures. Sustainability education provides medical students with the tools to design and support healthcare systems that are adaptable and resilient in the face of environmental challenges. This includes understanding sustainable practices in hospital management, waste reduction, and energy efficiency (GBD 2019 Risk Factors Collaborators,
Aligning with global health priorities is another compelling reason for integrating sustainability into medical education. Global health organizations, including the World Health Organization (WHO), have recognized the critical importance of sustainability. The WHO's Global Strategy on Health, Environment, and Climate Change outlines the need for health systems to be environmentally sustainable. By incorporating sustainability into medical education, we align with these global health priorities and contribute to a unified, international effort to improve health outcomes through sustainable practices (GBD 2019 Risk Factors Collaborators,
This paper aims to present the work conducted in the MD program in Medicine and Surgery of University of Turin-MedInTo to advance the sustainability goals set by the United Nations, particularly SDG 13 (Climate Action), SDG 3 (Good Health and Wellbeing), and SDG 15 (Life on Land). By integrating these objectives into a unified framework, we not only address critical global health and environmental challenges but also contribute to SDG 17 (Partnership for the Goals), demonstrating how interdisciplinary partnerships can enhance the collective impact toward sustainable healthcare and environmental preservation.
Since its launch in the academic year 2017–2018, the MD program-MedInTo has been dedicated to integrating innovative teaching approaches at the early stages into the medical curriculum. Over the past academic years, dedicated elective classes have been held with the aim of providing students with the key principles of: (I) an overview of sustainability, (II) healthy and sustainable diets, and (III) sustainability and greenwashing.
Activities included in the medical curriculum of the MedInTo exploring the cross-talk between health and sustainability.
| Type: Elective Credits/recognition: 1 (25 h, five in person teaching, five workshop activity, 10 individual study) Workshop topic: how can we link the SGD and the topic Health, Food And Sustainability? | Teaching objective: the primary teaching objective of the course “Health, Food, and Sustainability” is to equip students with the knowledge to identify and promote healthy dietary patterns while understanding the environmental impact of food choices. The course aims to develop critical thinking skills regarding nutrition and sustainability, enabling students to apply this knowledge in their professional practice. |
| Type: Elective Credits/Recognition: 1 (25 h, five in person teaching, five workshop activity, 10 individual study) Workshop topic: how can we link the SGD and the topic Health And Sustainability? | Teaching Objective: the primary objective of the “Introduction to Health and Sustainability” course is to familiarize students with the fundamental concepts of sustainability in health care. The course aims to develop an understanding of how environmental, social, and economic factors influence health outcomes and the sustainability of health systems. |
The activities include a workshop where students were asked to create a pamphlet that could potentially be disseminated among general practitioners and healthcare facilities in the area to increase awareness on the topic. The task required students to integrate their knowledge by focusing on a specific SDG. Examples are provided as
The pamphlets will be used as an educational and practical guide to encourage sustainable habits among individuals, students, and communities. They provide actionable tips on nutrition, hydration, reducing unhealthy habits, and enhancing mental health while linking these to broader sustainability goals, such as reducing waste and conserving resources. Additionally, the pamphlets address critical issues like water conservation, sustainable transportation, and managing food waste, aiming to inspire individuals to adopt eco-friendly practices in their daily lives. They are meant to be effectively utilized in settings like universities, community centers, and public health campaigns, offering a comprehensive overview of small, sustainable actions that contribute to long-term health and environmental wellbeing.
Those activities have confirmed our confidence in the concept that teaching sustainability fosters a culture of innovation for the healthcare providers of tomorrow. Medical students exposed to sustainability concepts in their curricula are more likely to develop creative solutions to complex health problems.
This can lead to advancements in medical technology, sustainable pharmaceuticals, and eco-friendly medical materials and practices. Encouraging innovation in sustainability not only benefits the environment but also improves the efficiency and effectiveness of healthcare delivery.
Our initiative is in line with a growing number of programs and activities ongoing around the world. Among others, the recently launched European Network on Climate & Health Education (ENCHE), founded by leading medical schools from France, Germany, Ireland, Italy, Poland, Portugal, Slovenia, Sweden, Spain, Switzerland and the UK, aims to integrate climate and health teaching into curricula to help medical students recognize, prevent, and treat the increasing burden of the climate crisis on public health, as well as deliver sustainable healthcare solutions. Similar initiatives have also been launched in prestigious institutions in the U.S., including at the Carle Illinois College of Medicine, Harvard University's Medical School and T.H Chan School of Public Health, Columbia University's Mailman School of Public Health, and the University of Washington's Center for Health and the Global Environment (CHanGE).
Future research is needed to explore specific aspects of implementing sustainable practices in healthcare and to monitor the impact of educational activities.
In conclusion, the integration of sustainability into medical education is not merely a forward-thinking ideal; it is a necessity for the future of healthcare. As we confront the growing challenges posed by environmental changes, medical professionals must be equipped with the knowledge and skills to respond effectively. Teaching sustainability in medical schools ensures that future physicians are prepared to provide comprehensive, preventive, and resilient care, ultimately safeguarding the health of both people and the planet.
GG: Conceptualization, Writing – original draft, Writing – review & editing, Supervision. DL: Conceptualization, Supervision, Writing – original draft, Writing – review & editing. FR: Conceptualization, Supervision, Writing – original draft, Writing – review & editing. SS: Conceptualization, Writing – original draft, Writing – review & editing, Visualization.
The author(s) declare that no financial support was received for the research, authorship, and/or publication of this article.
We sincerely thank the following students who participated in the educational activities, curated the leaflets, and inspired us to continue pursuing our goal of introducing innovative approaches in education: Abbaszadeh Shadlin, Alipour Pirouzian Amirhossein, Anand Apurv, Arya Aditi, Banishoraka Alaleh, Bariselli Niccolò, Beit Yavari Belram, Calkan Yigit, Cusumano Fiamma, Ebrahimi Nastaran, Eshaghi Reyhaneh, Ghasriani Daria, Jabbari Sahand, Kharazi Kimia, Kheireddine Hiba, Khosravi Zahra, Maffina Bettani Anastasia, Mahvi Shirazi Ariana, Mapelli Gaia, Moroni Alessio, Mousavi Amir Hassan, Nabati Sivan, Nabiee Sarah Noam Ella, Ozen Gokhan Giray, Plloçi Riseldo, Radici Chiara Sveva, Rajabi Amirali, Rouhanizadeh Mohammadreza, Santos Ribeiro Laura, Shams Hamed, Shein Kyiphyu Yadanar, Strignano Federico, Tabakhi Ali, Tallarico Alberto, Yavari Negar, Zanellati Mirko.
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
The author(s) declared that they were an editorial board member of Frontiers, at the time of submission. This had no impact on the peer review process and the final decision.
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