Facilitating an Interprofessional Course on Climate Change and Public Health Preparedness

• Published in: International journal of environmental research and public health Vol. 20; no. 10; p. 5885
• Main Authors: Rogers, Heidi Honegger, Tucker, Megan, Couig, Mary Pat, Svihla, Vanessa
• Format: Journal Article
• Language: English
• Published: Switzerland MDPI AG 19.05.2023; MDPI
• Subjects: Analysis; Climate Change; Design; Education; Emergency management; Emergency preparedness; Environmental education; Global temperature changes; Humans; Interdisciplinary aspects; Interprofessional Relations; Knowledge; Learning; Learning activities; Medical personnel; Pedagogy; Professional Competence; Professionals; Professions; Public Health; Qualitative analysis; Statistical analysis; Students; Study and teaching; Sustainability; New Mexico; health education; interprofessional education; action competence framework; public health preparedness; interest development theory; climate change
• ISSN: 1660-4601; 1661-7827; 1660-4601
• DOI: 10.3390/ijerph20105885

In this paper, we share the theories that guided the design of an interprofessional education course on and how the course supported students' professional interest and action competence as they move through their education and into their professional work in the context of our unfolding climate crisis. The course was guided by the public health emergency preparedness domains and was built to allow for students to explore applications of the content for themselves and their own profession. We designed the learning activities to support personal and professional interest development and help students move into perceived and demonstrated action competence. For the evaluation of our course, we asked the following research questions: What kinds of personal and professional commitments to action did students propose by the end of the course? Did these vary in depth and specificity and by the number of credits they enrolled in? In what ways did students develop personal and professional action competence over the course? Finally, how did they show personal, professional, and collective agency related to the course content on adaptation, preparedness, and mitigation of the health impacts from climate change? Using qualitative analysis guided by action competence and interest development theories, we coded student writing from course assignments. We also conducted comparative statistical analysis to assess differential impacts for students who enrolled for one versus three credits. The results show that this course design supported students' progression of knowledge and perceived ability in specific individual and professional collective actions to reduce the health impacts of climate change.