- Title
- Climate change and Australian general practice vocational education: a cross-sectional study
- Creator
- Wild, Kathleen; Tapley, Amanda; Fielding, Alison; Holliday, Elizabeth; Ball, Jean; Horton, Graeme; Blashki, Grant; Davey, Andrew; van Driel, Mieke; Turner, Alexandria; FitzGerald, Kristen; Spike, Neil; Magin, Parker
- Relation
- Family Practice Vol. XX, Issue 2022
- Publisher Link
- http://dx.doi.org/10.1093/fampra/cmac053
- Publisher
- Oxford University Press
- Resource Type
- journal article
- Date
- 2022
- Description
- Background: Climate change is a rapidly progressing threat to global health and well-being. For general practitioners (GPs) currently in training, the effects of climate change on public health will shape their future professional practice We aimed to establish the prevalence and associations of Australian GP registrars’ (trainees’) perceptions of climate change as it relates to public health, education, and workplaces. Methods: A cross-sectional questionnaire-based study of GP registrars of three Australian training organizations. The questionnaire assessed attitudes regarding adverse health effects of climate change (over the next 10–20 years), and agreement with statements on (i) integrating health impacts of climate change into GP vocational training, and (ii) GPs’ role in making general practices environmentally sustainable. Results: Of 879 registrars who participated (response rate 91%), 50.4% (95% CI 46.8%, 54.0%) perceived a large or very large future health effect of climate change on their patients, and 61.8% (95% CI 58.6%, 65.0%) agreed that climate health impacts should be integrated within their education programme. 77.8% (95% CI 74.9%, 80.4%) agreed that GPs should have a leadership role in their practices’ environmental sustainability. Multivariable associations of these attitudes included female gender, training region, and (for the latter two outcomes) perceptions of future impact of climate change on patient health. Conclusions: GP registrars are motivated to receive climate health education and engage in environmentally sustainable practice. This may primarily reflect concern for future practice and patient care.
- Subject
- climate change; eco-health; eco-medical literacy; general practice education; sustainable healthcare; SDG 4; SDG 13; Sustainable Development Goals
- Identifier
- http://hdl.handle.net/1959.13/1470341
- Identifier
- uon:48438
- Identifier
- ISSN:0263-2136
- Rights
- © The Author(s) 2022. Published by Oxford University Press. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted reuse, distribution, and reproduction in any medium, provided the original work is properly cited.
- Language
- eng
- Full Text
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Goal 13: Climate Change
Goal 4: Quality Education
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