{"id":10812,"date":"2023-10-02T06:00:26","date_gmt":"2023-10-02T05:00:26","guid":{"rendered":"https:\/\/blogs.bmj.com\/bjsm\/?p=10812"},"modified":"2023-09-29T10:49:42","modified_gmt":"2023-09-29T09:49:42","slug":"greening-the-curriculum-exploring-sustainable-health-education-for-physiotherapists-part-2","status":"publish","type":"post","link":"https:\/\/blogs.bmj.com\/bjsm\/2023\/10\/02\/greening-the-curriculum-exploring-sustainable-health-education-for-physiotherapists-part-2\/","title":{"rendered":"Greening the Curriculum: Exploring Sustainable Health Education for Physiotherapists (Part 2)"},"content":{"rendered":"<blockquote><p><span style=\"font-size: 1rem\">This is part 2 of 2 of a blog series on greening the curriculum. You can read part 1 by clicking <\/span><a style=\"font-size: 1rem\" href=\"https:\/\/blogs.bmj.com\/bjsm\/2023\/09\/18\/greening-the-curriculum-opinions-and-barriers-to-sustainable-health-education-for-physiotherapists-part-1\/\">here<\/a><span style=\"font-size: 1rem\">!\u00a0<\/span><\/p><\/blockquote>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone  wp-image-10813\" src=\"https:\/\/blogs.bmj.com\/bjsm\/files\/2023\/09\/Screenshot-2023-09-29-at-10.41.34-300x199.png\" alt=\"\" width=\"412\" height=\"273\" srcset=\"https:\/\/blogs.bmj.com\/bjsm\/files\/2023\/09\/Screenshot-2023-09-29-at-10.41.34-300x199.png 300w, https:\/\/blogs.bmj.com\/bjsm\/files\/2023\/09\/Screenshot-2023-09-29-at-10.41.34-768x509.png 768w, https:\/\/blogs.bmj.com\/bjsm\/files\/2023\/09\/Screenshot-2023-09-29-at-10.41.34-640x425.png 640w, https:\/\/blogs.bmj.com\/bjsm\/files\/2023\/09\/Screenshot-2023-09-29-at-10.41.34.png 1010w\" sizes=\"auto, (max-width: 412px) 100vw, 412px\" \/><\/p>\n<p><i><span style=\"font-weight: 400\">Picture by <\/span><\/i><a href=\"https:\/\/www.pexels.com\/photo\/young-students-working-on-laptop-while-preparing-for-exam-in-campus-6147267\/\"><i><span style=\"font-weight: 400\">Keira Burton<\/span><\/i><\/a><\/p>\n<p><span style=\"font-weight: 400\">When incorporating SHE into physiotherapy curriculums the barriers we have highlighted must be addressed. Not all students and graduates thought it was a good idea, and those that did were often concerned about workload and relevance. One way to ensure relevance would be to use it as a theme throughout the degree when covering more traditional topics. For example:\u00a0<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><b>Orthopaedics &amp; musculoskeletal care (MSK)<\/b> <span style=\"font-weight: 400\"><br \/>\n<\/span><span style=\"font-weight: 400\">Pathways have been developed to reduce the impact of MSK care on the environment [14].\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Non-communicable diseases <\/b><span style=\"font-weight: 400\"><br \/>\n<\/span><span style=\"font-weight: 400\">Links between air pollution and many health conditions exist, including COPD, asthma, hypertension, type 2 diabetes, and others [1, 2, 3, 10, 15, 17]. Management strategies for these conditions can have very different ecological impacts [6].\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Neurology <\/b><b><br \/>\n<\/b><span style=\"font-weight: 400\">Links have been found between poor environmental conditions and certain diseases [8, 21]. This is a new area of research, so there is more to discover.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Biopsychosocial model (BPS)<\/b> <span style=\"font-weight: 400\"><br \/>\n<\/span><span style=\"font-weight: 400\">Understanding that every aspect of a person\u2019s experience happens within their environment is important but often missed. This links to access to green spaces and population health issues such as poor housing [7].\u00a0\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Communicable diseases<\/b> <span style=\"font-weight: 400\"><br \/>\n<\/span><span style=\"font-weight: 400\">The origin of diseases that put many people in hospital, can be traced back to our relationship with the planet and other animals [11].\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Communication about climate change <\/b><span style=\"font-weight: 400\"><br \/>\n<\/span><span style=\"font-weight: 400\">Signposting to resources such as the Talking Climate Handbook [18] could improve confidence in talking about these issues \u2013 an important step in creating change [9].\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Sustainable development goals (SDGs)<\/b> <span style=\"font-weight: 400\"><br \/>\n<\/span><span style=\"font-weight: 400\">These goals represent many population health issues, none of which happen in isolation and all of which affect health [16].\u00a0<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">This approach would require no separate module, minimising workload and ensuring relevance.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">The other barrier &#8211; SHE not being a main priority in healthcare &#8211; must be addressed in several ways because it\u2019s a complicated theme. Understanding the significant health impacts related to climate change may help students understand why SHE should be a priority. Using statements such as \u201cClimate Change is the single biggest health threat facing humanity\u201d [19, 20], will provide an evidence-based hook for engaging students in this subject. With so many impacts, how can this not be a priority?\u00a0<\/span><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone  wp-image-10814\" src=\"https:\/\/blogs.bmj.com\/bjsm\/files\/2023\/09\/Screenshot-2023-09-29-at-10.42.33-300x223.png\" alt=\"\" width=\"412\" height=\"306\" srcset=\"https:\/\/blogs.bmj.com\/bjsm\/files\/2023\/09\/Screenshot-2023-09-29-at-10.42.33-300x223.png 300w, https:\/\/blogs.bmj.com\/bjsm\/files\/2023\/09\/Screenshot-2023-09-29-at-10.42.33-768x571.png 768w, https:\/\/blogs.bmj.com\/bjsm\/files\/2023\/09\/Screenshot-2023-09-29-at-10.42.33-640x476.png 640w, https:\/\/blogs.bmj.com\/bjsm\/files\/2023\/09\/Screenshot-2023-09-29-at-10.42.33.png 1192w\" sizes=\"auto, (max-width: 412px) 100vw, 412px\" \/><\/p>\n<p><i><span style=\"font-weight: 400\">Infographic from <\/span><\/i><a href=\"https:\/\/www.cdc.gov\/climateandhealth\/effects\/default.htm\"><i><span style=\"font-weight: 400\">Centres for Disease Control and Prevention<\/span><\/i><\/a><\/p>\n<p><span style=\"font-weight: 400\">The concern that prioritising planetary health will negatively impact patient care must be addressed too. Patient care is paramount, but sustainability can also be a part of the equation [12]. If two treatments are likely to have similar outcomes for the patient, and one has less environmental impact, the \u201cgreener\u201d one is the more appropriate [13]. Learning to factor this into clinical reasoning is an important skill.\u00a0\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">It was common thinking that HCPs had no time to prioritise sustainability due to understaffing and underfunding. For years the health service in the UK has focussed on reacting to negative events and less so on preventing them. Changing this would result in fewer incidents and less pressure on the health system eventually, but it requires investment and long-term thinking [4]. If HCPs have the confidence to advocate for this, it may help to create a healthier and more sustainable society.\u00a0<\/span><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone  wp-image-10815\" src=\"https:\/\/blogs.bmj.com\/bjsm\/files\/2023\/09\/Screenshot-2023-09-29-at-10.42.42-300x199.png\" alt=\"\" width=\"413\" height=\"274\" srcset=\"https:\/\/blogs.bmj.com\/bjsm\/files\/2023\/09\/Screenshot-2023-09-29-at-10.42.42-300x199.png 300w, https:\/\/blogs.bmj.com\/bjsm\/files\/2023\/09\/Screenshot-2023-09-29-at-10.42.42-640x424.png 640w, https:\/\/blogs.bmj.com\/bjsm\/files\/2023\/09\/Screenshot-2023-09-29-at-10.42.42.png 746w\" sizes=\"auto, (max-width: 413px) 100vw, 413px\" \/><\/p>\n<p><i><span style=\"font-weight: 400\">Picture by <\/span><\/i><a href=\"https:\/\/www.pexels.com\/photo\/woman-in-blue-jacket-holding-white-and-black-i-am-happy-to-be-happy-print-paper-2559749\/\"><i><span style=\"font-weight: 400\">Markus Spiske<\/span><\/i><\/a><\/p>\n<p><b>Key messages\u00a0<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Physiotherapy students and physiotherapists have varied opinions on SHE. Some believe it should be encouraged, while others do not.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Participants of this study were mainly concerned that SHE is not relevant to their practice as HCPs, that it would increase the workload for students and that it isn\u2019t a priority in the healthcare setting.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Addressing these concerns will be essential when universities incorporate SHE into their curriculums. Ideas have been explored here, although there are many other approaches [5]. Experimentation and conversation are always essential when investigating new ideas.\u00a0<\/span><\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone  wp-image-10816\" src=\"https:\/\/blogs.bmj.com\/bjsm\/files\/2023\/09\/Infographic-blog-2-120x300.jpg\" alt=\"\" width=\"453\" height=\"1133\" srcset=\"https:\/\/blogs.bmj.com\/bjsm\/files\/2023\/09\/Infographic-blog-2-120x300.jpg 120w, https:\/\/blogs.bmj.com\/bjsm\/files\/2023\/09\/Infographic-blog-2.jpg 600w\" sizes=\"auto, (max-width: 453px) 100vw, 453px\" \/><\/p>\n<h5>Author information<\/h5>\n<p><span style=\"font-weight: 400\">Millie Kent, Physiotherapist, University of Nottingham graduate, Twitter @MillieKentPT.\u00a0<\/span><\/p>\n<h5>Acknowledgements<\/h5>\n<p><span style=\"font-weight: 400\">Ann Gates, Honorary Associate Professor University of Nottingham. <\/span><span style=\"font-weight: 400\"><br \/>\n<\/span><span style=\"font-weight: 400\">Fiona Moffatt, Associate Professor University of Nottingham.<\/span><span style=\"font-weight: 400\"><br \/>\n<\/span><span style=\"font-weight: 400\">Filip Maric, Associate Professor, UiT the Artic University of Norway. <\/span><span style=\"font-weight: 400\"><br \/>\n<\/span><span style=\"font-weight: 400\">Roger Kerry, Professor of Physiotherapy Education University of Nottingham.\u00a0<\/span><\/p>\n<h5>References<\/h5>\n<ol>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Committee on the Medical Effects of Air Pollutants. (2010). <\/span><i><span style=\"font-weight: 400\">The Mortality Effects of Long-Term Exposure to Particulate Air Pollution in the United Kingdom. ISBN: 978-0-85951-685-3.\u00a0<\/span><\/i><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Kelly F and Maynard R (2018). <\/span><i><span style=\"font-weight: 400\">The Effects of Long-Term Exposure to Ambient Air Pollution on Cardiovascular Morbidity: Mechanistic Evidence A report by the Committee on the Medical Effects of Air Pollutants<\/span><\/i><span style=\"font-weight: 400\">.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Hansel NN, McCormack MC &amp; Kim\u00a0V (2016)\u00a0The Effects of Air Pollution and Temperature on COPD,\u00a0COPD: Journal of Chronic Obstructive Pulmonary Disease,\u00a013:3,\u00a0372-379,\u00a0DOI:\u00a0<\/span><a href=\"https:\/\/doi-org.nottingham.idm.oclc.org\/10.3109\/15412555.2015.1089846\"><span style=\"font-weight: 400\">10.3109\/15412555.2015.1089846<\/span><\/a><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Hewitt P. (2023). <\/span><i><span style=\"font-weight: 400\">The Hewitt Review An independent review of integrated care systems<\/span><\/i><span style=\"font-weight: 400\">. Available online: <\/span><a href=\"https:\/\/www.gov.uk\/government\/publications\/the-hewitt-review-an-independent-review-of-integrated-care-systems\"><span style=\"font-weight: 400\">https:\/\/www.gov.uk\/government\/publications\/the-hewitt-review-an-independent-review-of-integrated-care-systems<\/span><\/a><span style=\"font-weight: 400\"> [Accessed 20.04.23].\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><i><span style=\"font-weight: 400\">Inspirational case-reports | Environmental Physiotherapy Asscociation<\/span><\/i><span style=\"font-weight: 400\">. (n.d.). Available online: <\/span><a href=\"https:\/\/environmentalphysio.com\/education\/inspirational-case-reports\/\"><span style=\"font-weight: 400\">https:\/\/environmentalphysio.com\/education\/inspirational-case-reports\/<\/span><\/a><span style=\"font-weight: 400\"> [Accessed 15.03.23].\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Jeswani HK., and Azapagic A. (2019). Life cycle environmental impacts of inhalers. <\/span><i><span style=\"font-weight: 400\">Journal of Cleaner Production<\/span><\/i><span style=\"font-weight: 400\">, <\/span><i><span style=\"font-weight: 400\">237<\/span><\/i><span style=\"font-weight: 400\">, 117733. https:\/\/doi.org\/10.1016\/J.JCLEPRO.2019.117733<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Lehman BJ., David DM, &amp; Gruber JA. (2017). Rethinking the biopsychosocial model of health: Understanding health as a dynamic system. <\/span><i><span style=\"font-weight: 400\">Social and Personality Psychology Compass<\/span><\/i><span style=\"font-weight: 400\">, <\/span><i><span style=\"font-weight: 400\">11<\/span><\/i><span style=\"font-weight: 400\">(8). https:\/\/doi.org\/10.1111\/SPC3.12328<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Louis S, Carlson AK, Suresh A, Rim J, Mays MA, Ontaneda D, &amp; Dhawan A. (2023). Impacts of Climate Change and Air Pollution on Neurologic Health, Disease, and Practice. <\/span><i><span style=\"font-weight: 400\">Neurology<\/span><\/i><span style=\"font-weight: 400\">, <\/span><i><span style=\"font-weight: 400\">100<\/span><\/i><span style=\"font-weight: 400\">(10), 474\u2013483. https:\/\/doi.org\/10.1212\/WNL.0000000000201630<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Maibach E. (2021). <\/span><i><span style=\"font-weight: 400\">Recognition and Commitment Every major public health victory of the last century has had effective communication at its heart<\/span><\/i><span style=\"font-weight: 400\">.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Maynard R. (2022). <\/span><i><span style=\"font-weight: 400\">Cognitive decline, dementia and air pollution: a report by the Committee on the Medical Effects of Air Pollutants<\/span><\/i><span style=\"font-weight: 400\">.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Mishra J, Mishra P &amp; Arora NK. (2021). Linkages between environmental issues and zoonotic diseases: with reference to COVID-19 pandemic. <\/span><i><span style=\"font-weight: 400\">Environmental Sustainability 2021 4:3<\/span><\/i><span style=\"font-weight: 400\">, <\/span><i><span style=\"font-weight: 400\">4<\/span><\/i><span style=\"font-weight: 400\">(3), 455\u2013467. https:\/\/doi.org\/10.1007\/S42398-021-00165-X<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Mortimer F, Isherwood J, Wilkinson A, &amp; Vaux E. (2018). Sustainability in quality improvement: redefining value. <\/span><i><span style=\"font-weight: 400\">Future Healthcare Journal<\/span><\/i><span style=\"font-weight: 400\">, <\/span><i><span style=\"font-weight: 400\">5<\/span><\/i><span style=\"font-weight: 400\">(2), 88. https:\/\/doi.org\/10.7861\/FUTUREHOSP.5-2-88<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">National Institute of Health and Care Excellence (NICE). (2022). <\/span><i><span style=\"font-weight: 400\">Asthma inhalers and climate change<\/span><\/i><span style=\"font-weight: 400\">. ISBN: 978-1-4731-4750-8.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Palstam A, Sehdev S, Barna S, Andersson M, &amp; Liebenberg N. (2022). <\/span><i><span style=\"font-weight: 400\">Sustainability in physiotherapy and rehabilitation<\/span><\/i><span style=\"font-weight: 400\">. Orthopaedics and trauma Vol 36, Iss 5, Pages 279-283, ISSN 1877-1327, https:\/\/doi.org\/10.1016\/j.mporth.2022.07.005.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Tiotiu AI, Novakova P, Nedeva D, Chong-Neto HJ, Novakova S, Steiropoulos P, &amp; Kowal K. (2020). Impact of Air Pollution on Asthma Outcomes. <\/span><i><span style=\"font-weight: 400\">International Journal of Environmental Research and Public Health 2020, Vol. 17, Page 6212<\/span><\/i><span style=\"font-weight: 400\">, <\/span><i><span style=\"font-weight: 400\">17<\/span><\/i><span style=\"font-weight: 400\">(17), 6212. https:\/\/doi.org\/10.3390\/IJERPH17176212<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">United Nations. (2015). <\/span><i><span style=\"font-weight: 400\">THE 17 GOALS | Sustainable Development<\/span><\/i><span style=\"font-weight: 400\">. https:\/\/sdgs.un.org\/goals<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Vallianou NG, Geladari EV, Kounatidis D, Geladari CV, Stratigou T, Dourakis SP, Andreadis EA, &amp; Dalamaga M. (2021). Diabetes mellitus in the era of climate change. <\/span><i><span style=\"font-weight: 400\">Diabetes &amp; Metabolism<\/span><\/i><span style=\"font-weight: 400\">, <\/span><i><span style=\"font-weight: 400\">47<\/span><\/i><span style=\"font-weight: 400\">(4), 101205. https:\/\/doi.org\/10.1016\/J.DIABET.2020.10.003<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Webster R, &amp; Marshall G. (2019). <\/span><i><span style=\"font-weight: 400\">The #Talking Climate Handbook. How to have conversations about climate change in your daily life<\/span><\/i><span style=\"font-weight: 400\">. Oxford: Climate Outreach. IBSN: 1865403334.\u00a0\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">World Health Organisation. (2021). <\/span><i><span style=\"font-weight: 400\">2021 WHO health and climate change global survey report<\/span><\/i><span style=\"font-weight: 400\">. ISBN: 978-92-4-003850-9.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">World Health Organization. (2021, October 30). <\/span><i><span style=\"font-weight: 400\">Climate change and health<\/span><\/i><span style=\"font-weight: 400\">. https:\/\/www.who.int\/news-room\/fact-sheets\/detail\/climate-change-and-health<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Zammit C, Torzhenskaya N, Ozarkar PD, &amp; Calleja Agius J. (2021). Neurological disorders vis-\u00e0-vis climate change. <\/span><i><span style=\"font-weight: 400\">Early Human Development<\/span><\/i><span style=\"font-weight: 400\">, <\/span><i><span style=\"font-weight: 400\">155<\/span><\/i><span style=\"font-weight: 400\">, 105217. https:\/\/doi.org\/10.1016\/J.EARLHUMDEV.2020.105217<\/span><\/li>\n<\/ol>\n<p><i><\/i><!--TrendMD v2.4.8--><\/p>\n","protected":false},"excerpt":{"rendered":"<p>This is part 2 of 2 of a blog series on greening the curriculum. You can read part 1 by clicking here!\u00a0 Picture by Keira Burton When incorporating SHE into physiotherapy curriculums the barriers we have highlighted must be addressed. Not all students and graduates thought it was a good idea, and those that did [&#8230;]<\/p>\n<p><a class=\"btn btn-secondary understrap-read-more-link\" href=\"https:\/\/blogs.bmj.com\/bjsm\/2023\/10\/02\/greening-the-curriculum-exploring-sustainable-health-education-for-physiotherapists-part-2\/\">Read More&#8230;<\/a><\/p>\n","protected":false},"author":464,"featured_media":10816,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[16222,16068,89,16221],"class_list":["post-10812","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized","tag-curriculum","tag-featured","tag-physiotherapy","tag-planet-health"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.5 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Greening the Curriculum: Exploring Sustainable Health Education for Physiotherapists (Part 2) - BJSM blog - social media&#039;s leading SEM voice<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blogs.bmj.com\/bjsm\/?p=10812\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Greening the Curriculum: Exploring Sustainable Health Education for Physiotherapists (Part 2) - BJSM blog - social media&#039;s leading SEM voice\" \/>\n<meta property=\"og:description\" content=\"This is part 2 of 2 of a blog series on greening the curriculum. 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