A cross‐sectional study to assess faculty and student knowledge of climate change and health: Readiness for curricular integration

Abstract Aims To examine the perceived knowledge, attitudes and beliefs regarding climate change and health of academic faculty and students in programmes for health professionals and to identify barriers/facilitators to and resources required for curriculum integration. Design Cross‐sectional survey eliciting quantitative and open‐ended responses. Methods A 22‐question survey to assess climate–health knowledge/attitudes/beliefs was distributed to all students and faculty ( n = 224) at one academic institution in the United States. Open‐ended questions addressed barriers, facilitators and required resources. Descriptive statistics are reported, and thematic analysis was used to identify themes from open‐ended responses. Results Response rate was 15%. Most respondents (76%) were between 20 and 34 years old. The majority were from nursing (39%), occupational therapy (13%) and communication speech disorders (12.5%). Most respondents perceived climate change as relevant to direct patient care (78%) and believed that it is impacting the health of individuals (86%) and should be integrated into curricula (89%). Yet, most (60%) reported modest to no knowledge about the health impacts. Faculty reported little to no comfort teaching climate change and health concepts (76%). Open‐ended responses identified student/faculty receptivity and professional/clinical relevance as important facilitators of successful integration. Barriers included intensity of programmes; time and competing curricular priorities; and a lack of faculty expertise, resources, institutional and professional commitment. Conclusions Most health professions students and faculty indicated that educating future health professionals about climate change and health is important, but existing barriers must be addressed. Impact This study addressed student and faculty perceptions of integrating climate change and health into health professions curricula. Discipline‐specific and interprofessional educational approaches are necessary to optimize future health professionals' efforts to prevent and mitigate climate change impacts for at‐risk patients, communities and populations.