2021-2022 summary report An international Health Student initiative

P L A N E T A R Y

H E A L T H

R E P O R T

C A R D

2 0 2 1 - 2 0 2 2 s u m m a r y r e p o r t

A n i n t e r n a t i o n a l H e a l t h S t u d e n t

i n i t i a t i v e

APRIL 2022

Prepared by:

Medical students and faculty from 74 medical schools

in the U.S., UK, Ireland, Canada, Germany, Malaysia, and Japan

With Support from:

Medical Students for a Sustainable Future

Global Consortium on Climate and Health Education

Irish Doctors for the Environment

Lehrklinik ("teaching clinic") of the University Hospital of Würzburg

University of California Center for Climate, Health and Equity

phreportcard.org

TABLE OF CONTENTS
04
About the Initiative
05
Goals
06
Intiative Growth & Future Directions
09
Sections of the Report Card
20
Regional Grading Summary Tables
27
PHRC-Inspired Institutional Change
29
Recommendations
37
School-Specific Report Cards
120
Limitations
10
Metrics
Canada
Germany
Ireland
Japan
United Kingdom
United States

TABLE OF CONTENTS (cont.)

121

Authors & Leadership

123

Faculty Advisory Board

124

Medical School Report Card Teams

131

Acknowledgements

133

Contact Information

132

Supporting Organizations

The Planetary Health Alliance defines planetary health as “a solutions-oriented,

transdisciplinary field and social movement focused on analyzing and addressing the impacts

of human disruptions to Earth’s natural systems on human health and all life on Earth.” This

definition encompasses the multitude of ways that the environment can affect health,

including climate change, pollution, biodiversity shifts, reconfiguration of biogeochemical

cycles, land use changes, and resource scarcity, with health consequences including

expanding ranges of vector-borne diseases, mental illness, and excessive mortality due to

heat and air pollution. The World Health Organization states that climate change is "the

greatest threat to global health in the 21st century" and now attributes almost a quarter of

deaths and global disease burden to environmental degradation. Paradoxically, healthcare

delivery has an adverse impact on the environment, and therefore health. If the global

healthcare system were a country, it would be the fifth largest carbon emitter in the world.

As future health professionals, we must be prepared to address the impacts of human-caused

environmental changes on our patients’ health, and to understand and mitigate the

environmental impact of clinical care. It is imperative that we hold our institutions

accountable for educating health students on planetary health and education for sustainable

healthcare, generating research to better understand health impacts and solutions, supporting

related student initiatives, embracing sustainable practices on our campuses and in our

hospitals, and engaging with surrounding communities that are most affected by

environmental threats. Because climate change and environmental threats disproportionately

affect marginalized populations, these issues are inherently ones of equity and justice.

With the purpose of increasing planetary health awareness and accountability among medical

schools, the Planetary Health Report Card (PHRC) was developed as an institutional advocacy

tool in 2019 by a group of medical students at the University of California, San Francisco

School of Medicine. The PHRC is a student-driven, metric-based tool that aims to evaluate

health professional schools on discrete metrics in five main category areas: 1) Curriculum, 2)

Interdisciplinary research in health and environment, 3) Community outreach and advocacy, 4)

Support for student-led initiatives, and 5) Campus sustainability. Since its founding just three

years ago, the PHRC community has grown to encompass 7 countries and over 80 medical

schools. As it has spread across the world, it has left many examples of institutional change in

its wake. Though initially developed by medical students to evaluate medical schools, the

report card is now being adapted for and piloted in nursing and pharmacy training programs,

building interprofessional collaboration.

4PHRC APRIL 2022

A B O U T T H E I N I T I A T I V E

Operate as a “needs assessment” tool to identify institutions’

planetary health strengths and opportunities for growth

Assemble synthesized, institution-specific information on planetary

health resources useful for faculty and students

Facilitate cross-institutional sharing of planetary health resources

that can catalyze curricular innovation

Establish a global, interprofessional community of like-minded

students and faculty

Track progress in implementing planetary health curricula and

resources

Advance the planetary health movement in pursuit of a healthier and

more equitable world

5PHRC APRIL 2022

G O A L S

The 2021-2022 Planetary Health Report Card is the third iteration of the initiative,

now with more participating schools, two additional countries, and a large

international leadership team. Enthusiasm from students and faculties has catalyzed

rapid development in the breadth and depth of the initiative as outlined below.

I N T I A T I V E G R O W T H & F U T U R E

D I R E C T I O N S

6PHRC APRIL 2022

Compared to the 2021 Planetary Health Report Card, our number of participating

schools has grown to 74, including the addition of medical schools in Germany and

Japan.

Translations of the report card into German, Japanese, and French (for French–

speaking Canadian schools) have now been completed.

A pilot in eight Indian medical schools is underway, with ambitions to publish

results on World Environment Day (June 5, 2022).

Groundwork for further international expansion, including in South Africa, New

Zealand, and Australia has been laid.

M E D I C A L S C H O O L E X P A N S I O N

I N T E R P R O F E S S I O N A L C O L L A B O R A T I O N

Interprofessional collaboration is critical for advancing planetary health. We are

excited to announce the launch of nursing and pharmacy arms of the Planetary

Health Report Card, with pilots in those disciplines underway. For more

information, please visit the new nursing and pharmacy pages on our website. The

pharmacy summary report, also released on World Earth Day, is available here.

As the PHRC is rolled out in other health professions, we aspire to establish

interprofessional teams that can work together to fill out the shared aspects of the

report cards at their institutions, collaboratively leveraging the results for change.

7PHRC APRIL 2022

The goal of the report card is to be not only a template for compiling information

on institutional planetary health engagement, but also a tool for institutional

advocacy.

This academic year, we had an increased focus on students translating their

findings on the PHRC to institutional advocacy, including hosting a fall conference

in October 2021 where student teams at several medical schools presented on how

they were leveraging PHRC results for change.

Furthermore, many school teams and members of the leadership team have written

publications and presented at national and international conferences on the PHRC,

further increasing the initiative’s international reach and impact.

As teams identify curricular gaps, we hope to offer convenient and accessible

solutions. We are excited to be partnering with the Climate Resources for Health

Education Initiative, a project spearheaded by the Global Consortium for Climate

and Health Education that is creating an open–access repository of climate and

health curriculum materials. With the launch of the repository, we can map their

curricular materials to our metrics, lowering the activation energy to implement

curricula that address the gaps identified by the report card.

I N S T I T U T I O N A L A D V O C A C Y

L I T E R A T U R E R E V I E W

This year we published a metric literature review, which collates the evidence

behind each of the metrics in the Planetary Health Report Card. It serves as a

collection of references for further learning and a resource for those advocating for

increased planetary health engagement at their institutions.

F A C U L T Y A D V I S O R Y B O A R D

We recently established a faculty advisory board, with one faculty representative

from most participating countries. We are grateful for their ongoing advice and

mentorship.

8PHRC APRIL 2022

R E S E A R C H

In collecting annual qualitative and quantitative report card data, we have created

a large data repository of global medical school planetary health engagement. We

hope to study the trends and impact of the PHRC more rigorously in future years,

including through focus group discussions and longitudinal analyses. School report

cards will continue to be available open-access on our website.

9PHRC APRIL 2022

Researching and teaching planetary health is necessary but not sufficient. It is

critical that institutions also directly engage with communities most affected by

ecological destruction. Although climate change is a problem largely created by

those with power and resources, its impacts fall disproportionately on marginalized

populations. Institutions should partner with local communities affected by climate

change and pollution to share information about environmental health threats and

collaboratively advocate for change. Students should be given opportunities to

engage in this work.

Community Outreach and Advocacy

S E C T I O N S O F T H E R E P O R T C A R D

Today's medical students will be on the frontlines of tackling the impacts of

environmental degradation on human health. It is critical that medical education

reflects those health threats. Topics like the changing geography of vector-borne

diseases, the health consequences of air pollution, environmental health inequities,

disaster response principles, and healthcare sustainability must be part of every

medical school's core curriculum.

Planetary Health Curriculum

Interactions between health and the environment are complex and multifactorial.

While climate change has been extensively studied from an environmental science

perspective, planetary health is an emerging field. As leading health institutions

with talented researchers and research resources, medical schools should fund

research studying environmental health, the health effects of climate change, and

climate solutions.

Interdisciplinary Research in Health and Environment

Planetary health is a young field and, as young people facing a future deeply

shaped by climate change, students are often some of the first at an institution to

engage with it. Institutions should provide support for students to engage in

sustainability quality improvement (QI) initiatives, discover mentors in their area of

interest, convene in student groups, and receive funding for planetary health

projects.

Support for Student-Led Planetary Health Initiatives

Campus Sustainability

The healthcare industry is a major contributor to greenhouse gas emissions as well

as pollution that harms local, regional, and global ecosystems. While healthcare is,

by nature, a resource-intensive endeavor, the healthcare sector is well poised to lead

the world to a more sustainable future. This transformation can begin with our

educational campuses; medical schools must sustainably source energy, food, and

supplies; ensure institutional investments are free of fossil fuels and offer incentives

for greening lab spaces and events.

General

1.1 Did your medical school offer elective courses (student selected

modules) to engage students in Education for Sustainable Healthcare or

Planetary Health in the last year?

Health Effects of Climate Change

1.2 Does your medical school curriculum address the relationship between

extreme heat, health risks, and climate change?

1.3 Does your medical school curriculum address the impacts of extreme

weather events on individual health and/or on healthcare systems?

1.4 Does your medical school curriculum address the impact of climate

change on the changing patterns of infectious diseases?

1.5 Does your medical school curriculum address the respiratory health

effects of climate change and air pollution?

1.6 Does your medical school curriculum address the cardiovascular health

effects of climate change, including increased heat?

1.7 Does your medical school curriculum address the mental health and

neuropsychological effects of environmental degradation and climate

change?

P LAN E T A R Y H E A L T H

C U R R I C U L U M

Today's medical students will be on the frontlines of tackling the impacts of

environmental degradation on human health. It is critical that medical

education reflects those health threats. Topics like the changing geography

of vector-borne diseases, the health consequences of air pollution,

environmental health inequities, disaster response principles, and

healthcare sustainability must be part of every medical school's core

curriculum.

10PHRC APRIL 2022

M E T R I C S

For more detailed information on metric scoring,

please visit our website at phreportcard.org.

11PHRC APRIL 2022

M E T R I C S

1.8 Does your medical school curriculum address the relationships between

health, individual patient food and water security, ecosystem health,

and climate change?

1.9 Does your medical school curriculum address the outsized impact of

climate change on marginalized populations such as those with low

SES, women, communities of color, Indigenous communities, children,

homeless populations, and older adults?

1.10 Does your medical school curriculum address the unequal regional

health impacts of climate change globally?

Environmental Health & the Effects of Anthropogenic Toxins on Human Health

1.11 Does your medical school curriculum address the reproductive health

effects of industry-related environmental toxins (e.g. air pollution,

pesticides)?

1.12 Does your medical school curriculum address important human-caused

environmental threats that are relevant to the university’s surrounding

community?

1.13 To what extent does your medical school emphasize the importance of

Indigenous knowledge and value systems as essential components of

planetary health solutions?

1.14 Does your medical school curriculum address the outsized impact of

anthropogenic environmental toxins on marginalized populations such

as those with low SES, women, communities of color, children,

homeless populations, Indigenous populations, and older adults?

Sustainability

1.15 Does your medical school curriculum address the environmental and

health co-benefits of a plant-based diet?

1.16 Does your medical school curriculum address the carbon footprint of

healthcare systems?

For more detailed information on metric scoring,

please visit our website at phreportcard.org.

12PHRC APRIL 2021

M E T R I C S

1.17 Does your medical school curriculum cover these components of

sustainable clinical practice in the core curriculum?

- Waste production within the healthcare system and strategies

for reducing waste in clinical activities, such as in the operating

room.

- The impact of inhalers on the healthcare carbon footprint and

the environmental benefit of dry powdered inhalers over

metered dose inhalers.

- The impact of anaesthetic gases on the healthcare carbon

footprint and ways to reduce anesthesia environmental impacts,

such as total intravenous anaesthesia or choosing less

environmentally anaesthetic gas options with reduced

greenhouse gas emissions.

- The environmental impact of pharmaceuticals and over-

prescribing as a cause of climate health harm. Alternatively

teaching on de-prescribing where possible and its

environmental and health co-benefits would fulfill this metric.

- The health and environmental co-benefits of non-

pharmaceutical management of conditions where appropriate

such as exercise or yoga classes for type 2 diabetes; social

group activities such as gardening for mental health conditions;

active transport such as bicycle schemes for obesity. This is

commonly known as social prescribing in the UK.

- The health and environmental co-benefits of avoiding over-

medicalisation, over-investigation and/or over-treatment.

Clinical Applications

1.18 In training for patient encounters, does your medical school’s

curriculum introduce strategies to have conversations with patients

about the health effects of climate change?

1.19 In training for patient encounters, does your medical school’s

curriculum introduce strategies for taking an environmental history or

exposure history?

For more detailed information on metric scoring,

please visit our website at phreportcard.org.

13PHRC APRIL 2021

M E T R I C S

Administrative Support for Planetary Health

1.20 Is your medical school currently in the process of implementing or

improving Education for Sustainable Healthcare (ESH)/planetary health

education?

1.21 How well are the aforementioned planetary health/Education for

Sustainable Healthcare topics integrated longitudinally into the core

curriculum?

1.22 Does your medical school employ a member of faculty to specifically

oversee and take responsibility for the incorporation of planetary health

and sustainable healthcare as a theme throughout the course?

For more detailed information on metric scoring,

please visit our website at phreportcard.org.

2.1 Are there researchers engaged in planetary health research and healthcare

sustainability research at your medical school?

2.2 Is there a dedicated department or institute for interdisciplinary planetary

health research at your institution?

2.3 Is there a process by which communities disproportionately impacted by

climate change and environmental injustice give input or make decisions

about the research agenda at your medical school?

2.4 Does your institution have a planetary health website that centralizes

ongoing and past research related to health and the environment?

2.5 Has your institution recently hosted a conference or symposium on topics

related to planetary health?

2.6 Is your medical school a member of a national or international planetary

health or ESH organization?

14PHRC APRIL 2022

M E T R I C S

I N T E R D I S C I P L I N A R Y R E S E A R C H

I N H E A L T H A N D E N V I R O N M E N T

For more detailed information on metric scoring,

please visit our website at phreportcard.org.

Interactions between health and the environment are complex and

multifactorial. While climate change has been extensively studied from an

environmental science perspective, planetary health is an emerging field. As

leading health institutions with talented researchers and research resources,

medical schools should fund research studying environmental health, the

health effects of climate change, and climate solutions.

15PHRC APRIL 2022

M E T R I C S

3.1 Does your medical school partner with community organizations to

promote planetary and environmental health?

3.2 Does your medical school offer community-facing courses or events

regarding planetary health?

3.3 Does your medical school have regular coverage of issues related to

planetary health and/or sustainable healthcare in university update

communications?

3.4 Does the institution or main affiliated hospital trust engage in professional

education activities targeting individuals post graduation with the aim of

ensuring their knowledge and skills in planetary health and sustainable

healthcare remain up to date during their professional career?

3.5 Does your medical school or its primary affiliated hospital have accessible

educational materials for patients about environmental health exposures?

3.6 Does your medical school or its primary affiliated hospital have accessible

educational materials for patients about climate change and health

impacts?

C O M M U N I T Y O U T R E A C H A N D

A D V O C A C Y

For more detailed information on metric scoring,

please visit our website at phreportcard.org.

Researching and teaching planetary health is necessary but not sufficient. It

is critical that institutions also directly engage with communities most

affected by ecological destruction. Although climate change is a problem

largely created by those with power and resources, its impacts fall

disproportionately on marginalized populations. Institutions should partner

with local communities affected by climate change and pollution to share

information about environmental health threats and collaboratively advocate

for change. Students should be given opportunities to engage in this work.

16PHRC APRIL 2022

M E T R I C S

4.1 Does your institution offer support for medical students interested in

enacting a sustainability initiative/QI project?

4.2 Does your institution offer opportunities for medical students to do

research related to planetary health and/or sustainable healthcare?

4.3 Does the medical school have a webpage where medical students can find

specific information related to planetary health and/or sustainable

healthcare activities and mentors within the medical school? For example,

projects achieved, current initiatives underway at the medical school

and/or contact of information of potential mentors.

4.4 Does your medical school have registered student groups dedicated

towards fostering a culture of planetary health engagement, scholarship,

and advocacy on campus, supported by faculty advisors?

4.5 Is there a student liaison representing sustainability interests who serves

on a medical school or institutional decision-making council to advocate

for curriculum reform and/or sustainability best practices?

S U P P O R T F O R S T U D E N T - L E D

P L A N E T A R Y H E A L T H I N I T I A T I V E S

Planetary health is a young field and, as young people facing a future deeply

shaped by climate change, students are often some of the first at an

institution to engage with it. Institutions should provide support for students

to engage in sustainability quality improvement (QI) initiatives, discover

mentors in their area of interest, convene in student groups, and receive

funding for planetary health projects.

For more detailed information on metric scoring,

please visit our website at phreportcard.org.

17PHRC APRIL 2022

M E T R I C S

4.6 In the past year, has the institution had one or more co-curricular

planetary health programs or initiatives in the following categories?

- Projects where students are able to gain experience in organic

agriculture and sustainable food systems, such as gardens,

farms, community supported agriculture (CSA), fishery programs,

or urban agriculture projects.

- Panels, speaker series, or similar events related to planetary

health that have students as an intended audience.

- Events in which students learn directly from members of a local

environmental justice community about the climate and

environmental challenges they face, and how health

professionals can partner with their community to address these

exposures and impacts.

- Cultural arts events, installations or performances related to

planetary health that have students as an intended audience.

- Local volunteer opportunities related to building community

resilience to anthropogenic environmental impacts.

- Wilderness or outdoors programs (e.g., that organize hiking,

backpacking, kayaking, or other outings for students).

For more detailed information on metric scoring,

please visit our website at phreportcard.org.

5.1 Does your medical school and/or institution have an Office of

Sustainability?

5.2 How ambitious is your medical school/institution’s plan to reduce its

own carbon footprint?

5.3 Do buildings/infrastructure used by the medical school for teaching (not

including the hospital) utilize renewable energy?

5.4 Are sustainable building practices utilized for new and old buildings on

the medical school campus, with design and construction of new

buildings and remodeling of old buildings conforming to a published

sustainability rating system or building code/guideline?

5.5 Has the medical school implemented strategies to encourage and

provide environmentally-friendly transportation options for students

and reduce the environmental impact of commuting?

5.6 Does your medical school have an organics recycling program (compost)

and a conventional recycling program (aluminum/paper/plastic/glass)?

5.7 Does the medical school apply sustainability criteria when making

decisions about the campus food and beverage selections (e.g. local

sourcing, reduced meat, decreased plastic packaging)?

5.8 Does the medical school or associated institution apply sustainability

criteria when making decisions about supply procurement?

The healthcare industry is a major contributor to greenhouse gas emissions

as well as pollution that harms local, regional, and global ecosystems. While

healthcare is, by nature, a resource-intensive endeavor, the healthcare sector

is well poised to lead the world to a more sustainable future. This

transformation can begin with our educational campuses; medical schools

must sustainably source energy, food, and supplies; ensure institutional

investments are free of fossil fuels and offer incentives for greening lab

spaces and events.

M E T R I C S

C A M P U S S U S T A I N A B I L I T Y

18PHRC APRIL 2022

For more detailed information on metric scoring,

please visit our website at phreportcard.org.

19PHRC APRIL 2022

M E T R I C S

5.9 Are there sustainability requirements or guidelines for events hosted at

the medical school?

5.10 Does your medical school have programs and initiatives to assist with

making lab spaces more environmentally sustainable?

5.11 Does your institution’s endowment portfolio investments include fossil-

fuel companies?

For more detailed information on metric scoring,

please visit our website at phreportcard.org.

Keele University

University College London

A-

B+

A-

B+

A-

Overall

Curriculum

Research

Community Outreach & Advocacy

Support for Student-led Initiatives

Brighton and Sussex Medical School

University of Exeter

B+

A+

C+

A-

Queen's University Belfast

Peninsula Medical School

B+

B-

C-

A-

B-

Barts and The London Medical School

University of Edinburgh

B+

B-

Newcastle University (United Kingdom)

University of Sheffield

B-

C+

D+

B-

D+

B-

University of Liverpool

Hull York Medical School

D-

C-

20PHRC APRIL 2022

Planetary Health

Report Card

2021-2022 Summary Report

United Kingdom

phreportcard.org80-100% = A, 60-79% = B, 40-59% = C, 20-39% = D, 0-19% = F

Scores within top or bottom 5% awarded + or -, respectively

University of Glasgow

University of Aberdeen

CC C-

C- B D+ C

C- C

A+

B-

C+

A-

B-

C+

B-

Campus Sustainability

= Overall score improved from 2020-2021 to 2021-2022

Oxford University Medical School

University of Leeds

C+

D-

B-

C-

Overall

Curriculum

Research

Community Outreach & Advocacy

Support for Student-led Initiatives

Swansea University

University of Bristol

B-

F+

D+

B-

University of Birmingham Medical School

University of Cambridge

C-

D-

C+

B-

D-

C-

University of Leicester

Newcastle University Medicine Malaysia

C-

D+

D-

C+

Norwich Medical School

St. George's, University of London

D+

D-

C-

D-

University of Buckingham

Cardiff Medical School

D+

D-

21PHRC APRIL 2022

Planetary Health

Report Card

2021-2022 Summary Report

United Kingdom (Continued)

phreportcard.org80-100% = A, 60-79% = B, 40-59% = C, 20-39% = D, 0-19% = F

Scores within top or bottom 5% awarded + or -, respectively

C+

B-

C+

B-

C-

F+

Campus Sustainability

= Overall score improved from 2020-2021 to 2021-2022

Emory University
UC Berkeley-UCSF Joint Medical Program
A
A-
A-
B
A+
A
A
A
A+
B
Overall
Curriculum
Research
Community Outreach & Advocacy
Support for Student-led Initiatives
University of California San Francisco
University of Arkansas for Medical Sciences
B+
B-
B-
B
A+
B-
B
B-
A-
B
University of Hawai'i
University of Washington
C+
C+
C
D
B
A
C+
B
B
B
Georgetown University
Boston University
C+
C+
C
D
B-
B+
C
D+
B
A
Columbia University
University of Colorado
C+
C+
C
C+
A
A
D-
D+
B
B-
University of Michigan
University of North Carolina at Chapel Hill
C+
C+
C-
C-
C+
A-
D+
C-
A-
B
University of Virginia
The Ohio State University College of Medicine
C
FC A
D B+ D+ B
C+ A
B+
A-
B
C+
B-
C+
D
B
B+
C-
B
C
B-
C+
Campus Sustainability
22PHRC  APRIL 2022
Planetary Health 
Report Card
2021-2022 Summary Report
United States
phreportcard.org80-100% = A, 60-79% = B, 40-59% = C, 20-39% = D, 0-19% = F
Scores within top or bottom 5% awarded + or -, respectively
= Overall score improved from 2020-2021 to 2021-2022

University of Minnesota
Creighton University
C
C
C
C-
C-
C+
C-
C-
B
B
Overall
Curriculum
Research
Community Outreach & Advocacy
Support for Student-led Initiatives
Oregon Health and Science University
University of Arizona - Phoenix
C
C
B-
D
D+
C
D+
C
C
C
Brown University
University of Massachusetts
C
C
C+
D
C-
C-
F
C+
C
C
Loyola University Chicago
Vanderbilt University
C-
C-
D+
D
C-
D
D+
C
D
C
Geisel School of Medicine at Dartmouth
University of Utah
C-
C-
D+
D
C
C
D-
D-
B
B
Indiana University
Albert Einstein College of Medicine
D+
D+
C-
C
D+
D-
D-
D
C
C
23PHRC  APRIL 2022
Planetary Health 
Report Card
2021-2022 Summary Report
United States (Continued)
phreportcard.org80-100% = A, 60-79% = B, 40-59% = C, 20-39% = D, 0-19% = F
Scores within top or bottom 5% awarded + or -, respectively
C+
D
C
C+
B
D+
B-
C
C
D+
C
D
Campus Sustainability
= Overall score improved from 2020-2021 to 2021-2022
University of Cincinnati
F+D+ B F B- D+
University of Connecticut
C- B- D+ D- C C-

Tufts University

Rush Medical College

D+

D-

B-

D+

D-

B-

Overall

Curriculum

Research

Community Outreach & Advocacy

Support for Student-led Initiatives

Washington State University

D F+ D+ D- B

24PHRC APRIL 2022

Planetary Health

Report Card

2021-2022 Summary Report

United States (Continued)

phreportcard.org80-100% = A, 60-79% = B, 40-59% = C, 20-39% = D, 0-19% = F

Scores within top or bottom 5% awarded + or -, respectively

D+

Campus Sustainability

Virginia Commonwealth University

D D D D- C

University of Maryland School of Medicine

D D+ F+ F- D

D+

C-

= Overall score improved from 2020-2021 to 2021-2022

Royal College of Surgeons in Ireland
University College Cork
B
C
C
C-
A
C
D
D+
A-
C
Overall
Curriculum
Research
Community Outreach & Advocacy
Support for Student-led Initiatives
Trinity College Dublin
C C+ C F C-
25PHRC  APRIL 2022
Planetary Health 
Report Card
2021-2022 Summary Report
Ireland
phreportcard.org80-100% = A, 60-79% = B, 40-59% = C, 20-39% = D, 0-19% = F
Scores within top or bottom 5% awarded + or -, respectively
A-
C+
C+
Campus Sustainability
National University of Ireland Galway
C D B D- B- B
University College Dublin
McGill University
C-
C
D+
C
C
C+
D+
C-
C-
C
Dalhousie University
D+ C- C- F- C
University of Toronto
D C+ D D- D
Planetary Health 
Report Card
2021-2022 Summary Report
Canada
C
C+
C+
F+
University of Ottawa
C C C F B C+
= Overall score improved from 2020-2021 to 2021-2022

University of Würzburg

RWTH Aachen University

C+

D+

C-

Overall

Curriculum

Research

Community Outreach & Advocacy

Support for Student-led Initiatives

University of Giessen

D D C F- D

University of Mainz

D- D D- F F+

26PHRC APRIL 2022

Planetary Health

Report Card

2021-2022 Summary Report

Germany

phreportcard.org80-100% = A, 60-79% = B, 40-59% = C, 20-39% = D, 0-19% = F

Scores within top or bottom 5% awarded + or -, respectively

D+

F+

Campus Sustainability

University of Münster

D C F+ F C C

Planetary Health

Report Card

2021-2022 Summary Report

Japan

Nagasaki University

C- C B- F C- D+

Students and faculty have successfully used the Planetary Health Report Card to

improve planetary health engagement and promote institutional changes at their

medical schools. Here are some examples from this year’s feedback form.

P H R C- I N SP I R ED IN ST I T UT I ON AL C HA N GE

27PHRC APRIL 2022

C R E I G HT ON U N I V ER SI TY

“Creighton created a Planetary Health and Sustainability Task Force (PHSTF) for

the medical school. Students organized themselves as a Student Branch of the

PHSTF. Sustainability goals were included in the new medical school strategic

plan.”

L O Y O L A UN IV E R S IT Y CH IC A G O

“With the help of last year’s PHRC results, which demonstrated a significant need

for institutional change, we developed and organized a new for-credit elective that

medical students of all class years could register for, called “Climate Change and

Human Health.” This elective focuses on the various ways that climate change

impacts human health and how medical students may advocate for change. The

elective was a huge success and we will be expanding it to be offered both

semesters going forward!”

N A T I O NA L UN I V E RS IT Y OF I R EL AN D GA L W A Y

“NUI Galway School of Medicine is currently reviewing the medical curriculum with

the aim of creating a new and improved medical curriculum by 2024. As a

consequence of the PHRC last year, and the enthusiasm of the students involved,

the student group at NUI Galway responsible for filling out the report card has

been invited to have a representative on the Curriculum Review Steering Group.”

Students and faculty have successfully used the Planetary Health Report Card to

improve planetary health engagement and promote institutional changes at their

medical schools. Here are some examples from this year’s feedback form.

P H R C- I N SP I R ED IN ST I T UT I ON AL C HA N GE

28PHRC APRIL 2022

T H E O HI O ST A T E U NI VE RS I T Y

“This scorecard has really helped get things moving internally, and is a great gap

analysis of what needs done next. I must say – getting the “C+ grade” on campus

sustainability has lit a fire for me, too."

U N I V E RS IT Y C O L LE GE L ON D O N

“The report card has inspired and indirectly led to many different projects and

project ideas currently occurring. For example, there is a policy currently trying to

be implemented to reduce the travel emissions by staff members, specifically by

cutting down on flights. UCL is also trying to work with its associated hospitals to

improve their sustainability, and the sustainability of its clinical skills sessions,

despite these not contributing to the metrics of the report card. This is because the

faculty response has been to try and change or improve in any areas we can, rather

than just to get a better score.”

U N I V E RS IT Y O F VI RG IN IA

“There is a brand-new elective entitled Climate Change and Health offered to

graduating fourth-years (SMD22). The organization of this elective was student-

driven and faculty supported and the intention is to continue offering it in future

years. The two-week intensive course features field expert speakers, self-guided

learning, and a capstone project as well as participation in Advocacy Day with

Virginia state legislators.”

29PHRC APRIL 2022
R E C O M M E N D A T I O N S
Based on the information compiled in these school-specific planetary health report 
cards, we present the following 15 recommendations:
1.Utilize existing resources 
and collaborate
Appreciate the work that has already 
been done in advancing planetary 
health across the world and draw 
upon resources from other 
institutions and organizations when 
developing learning objectives or 
new resources. Additionally, 
collaborate with other individuals, 
groups and institutions to facilitate 
efficient and quality advancements 
in planetary health and sustainable 
healthcare.
 
For additional resources, please see 
our website.
 
2. Establish
learning objectives
Formalize curricular content on 
planetary health (PH) and education 
for sustainable healthcare (ESH) 
with students by developing 
testable learning objectives. The 
curricular content should emphasize 
skill-building as well as clinical 
knowledge.
Examples
A team of medical students at Emory University 
School of Medicine established and published 
this set of climate and health learning objectives 
for preclinical medical education, creating an 
integrated curricular plan of climate and health 
content.
At Peninsula Medical School, explicit ESH 
learning objectives are included across years 1 
to 4. See their individual report for full details. 
Newcastle University has specific sustainable 
healthcare learning outcomes assessed during 
preclinical years.
Examples
Planetary Health Alliance education database
The Global Consortium on Climate and Health 
Education (GCCHE) website. The GCCHE’s 
Climate Resources for Health Education 
Initiative is developing open access climate- 
health slides and problem based learning cases. 
Centre for Sustainable Healthcare Sustainable 
QI project resources
MS4SF Curriculum Guide 
 Useful resources include: 
In conjunction with Irish Doctors for the 
Environment, the Royal College of Surgeons Ireland 
University of Medicine has formed a “Climate Health 
in Medical Education” network representing the 7 
Irish medical universities in an effort to develop 
planetary health curricula for medical students.

30PHRC APRIL 2022

R E C O M M E N D A T I O N S

3. Integrate curricular

content longitudinally

Planetary health (PH) and Education

for Sustainable Healthcare (ESH) is

relevant to every organ system.

Spaced repetition is more effective for

learning. Therefore, PH and

ESH should be a cross-curricular

theme integrated into existing

lectures, small groups, and projects

whenever possible, rather than a

standalone lecture. Faculty

members should be empowered,

educated, and incentivized to

include the topics into their

existing content.

Examples

At Queen’s University Belfast, “Global and

Population Health” is one of four main themes

for longitudinal integration, and “Social

Accountability and Sustainable Healthcare” is

one of seven emphasized sub-themes.

At the University of California, San Francisco, a

team of students and faculty have created a

novel, longitudinal climate change and

sustainability curriculum infused into the core

preclinical education.

At Nagasaki University, Japan, "Introduction to

Planetary Health" is a compulsory subject in the

first semester of the first year, and so students

only learn specialized medical knowledge after

this foundation.

Also, please see examples in Recommendation 2.

4. Offer electives and student

selected components

Examples

“Wilderness Medicine, Climate Change and

Health”, “Ecology and Health: Climate and Food

Justice”, and “Climate Change and Health” are

electives offered by the universities McGill,

Vanderbilt and Colorado, respectively.

Peninsula Medical School offers two Student

Selected Units: “Green Practice. Creating a more

sustainable world in General Practice”, focusing

on applying the UK national “Greener Practice”

model to a rural GP, and “Doctors as Educators:

Sustainability in Healthcare”.

The University of Glasgow introduced a new

elective this year: “Mapping the Sustainable

Development Goals”, primarily focusing on

ESH/PH.

Multiple PH-related electives are offered at the

University of Giessen: “Tropical Medicine and

International Health” and, student-run, "Climate

consultation - the intersection of climate change

and health" and “Eat that! - Nutrition in

medicine".

In addition to the core curricular

content on planetary health (PH)

and environmental health required

for all students, schools should

provide opportunities for deeper

exploration for interested students,

such as electives, community

engagement opportunities, and

optional reading.

31PHRC APRIL 2022

R E C O M M E N D A T I O N S

5. Teach clinical

communication skills

Research shows that community

members rely on their primary care

doctor for information on climate

change. However, most medical

students feel unprepared to answer

patient questions on climate change.

Therefore, medical schools should

include a clinical curriculum on

taking an environmental history and

communicating information on

planetary health to patients.

Examples

At Barts and The London School of Medicine, a

new PH session was piloted this year on

engaging with patients on sustainable lifestyle

choices with health co-benefits, including

reduction in meat consumption and driving

less. The session will be a permanent curricular

addition.

At Ohio State University College of Medicine, a

climate-health-focused small group discussion

and patient interaction will be piloted in

summer 2022.

Vanderbilt University's elective course,

“Ecology and Health: Climate, Food and

Justice” has one session on Communicating

Climate Change.

The ecological crisis is a global

issue. Given the interconnected

nature of human health globally,

medical students should understand

the health impacts of climate

change throughout the world, its

disproportionate effects on low-

resource nations, and impacts on

global stability through mechanisms

such as food security.

In teaching about planetary health

and climate change, the curriculum

should acknowledge how Indigenous

communities, who have long lived in

harmony with the planet, have

knowledge and value systems that

are an essential part of the solution,

yet are tragically disproportionately

affected by climate change.

The University of Hawaii JABSOM uniquely

has a department dedicated to indigenous

health. Furthermore, the core curriculum

highlights the intertwined nature of Native

Hawaiian health philosophy and

environmental health. The lecture “Indigenous

Healing and Resistance in an era of Climate

Change Crisis” highlights the inequities

inherent in climate impacts, discussing the

Pacific Island nations as an example.

Queen Mary University London’s Global and

Planetary Health week highlights the

ecological crisis in the global context,

including forced migration, and also

emphasizes that already disadvantaged

populations and their health are most

adversely affected.

At Brown University, the topic is integrated

into lectures (e.g. how climate change

contributed to the Syrian Civil war), and small

group assignments (e.g. deleterious impact of

climate change on small island nations).

6. Situate teachings in a

global context

Examples

32PHRC APRIL 2022

R E C O M M E N D A T I O N S

Examples

The University of Virginia Equity and

Environment Fund is available to students for

community-based initiatives or projects that sit

at the intersection of equity, justice, and

sustainability.

Albert Einstein College of Medicine's curriculum

has a lecture titled “Climate Change and Health

Equity", which emphasizes how climate change

acts as a risk multiplier by worsening existing

inequalities.

Keele Medical School emphasizes health

inequalities through lectures and workshops,

including effects of air pollution and droughts

on refugees and low-income populations.

At McGill University, a “Maternal and Child

Health of the Indigenous Population in Canada”

lecture highlights the amplified exposure to

toxic contaminants in Indigenous communities

since their lifestyle heavily relies on local

products and wildlife.

Brighton and Sussex Medical School delivers

multiple lectures on sustainable healthcare and

improvement possibilities: “Principles of

Sustainable Healthcare”; “Sustainable Surgery

and PPE” (including the impact ot anaesthetic

gasses); and “Sustainable Prescribing” (including

sustainable inhaler prescribing).

A lecture at the University of Würzburg on

clinical environmental medicine in the 5th

semester covers similar topics.

At Newcastle University, all final year students

will complete a SusQI project in their second

General Practice assistantship, a collaboration

with the Centre for Sustainable Healthcare.

University College London Hospital, the primary

hospital affiliated with UCL, has declared a

climate emergency with a plan to reach net zero

within 10 years.

8. Emphasize sustainable

healthcare in teaching and in

practice

Examples

7. Center equity

Ensure that planetary health and

environmental health curricular

content and auxiliary opportunities

center the disproportionate impact

of all health effects on vulnerable

populations, such as communities

of color, low-income communities,

Indigenous populations, and older

adults.

Students must understand that

healthcare provision significantly

contributes to environmental

degradation and therefore patient

morbidity. They must learn ways to

mitigate this impact, including

carrying out Sustainability Quality

Improvement (SusQI) projects. To

maximize educational

effectiveness, associated hospitals

should promote sustainable

practices and educate staff and

patients.

33PHRC APRIL 2022

R E C O M M E N D A T I O N S

Examples

UCSF’s EaRTH center offers an Environmental

Scholars Program - a funded, three-year,

longitudinal community engagement and research

fellowship for medical and nursing students

including a summer internship at a community

clinic or health organization.

Many schools have student sustainability project

grants, such as McGill’s Sustainability Projects

Fund (1 million dollars annually), Tufts University

Green Fund, Keele University’s Sustainable Fund,

and Queen’s University Belfast’s Green Fund.

At the National University of Ireland Galway,

students can apply for the Student Sustainability

Leadership Award, an 8-week scholarship

programme awarded annually aiming to develop

leaders in sustainability.

Faculty mentors actively support sustainability

and One Health student groups at the Albert

Einstein College of Medicine and the University of

Arizona.

10. Support students

to facilitate their leadership

Examples

Create funded opportunities for

students to engage with planetary

health, environmental health, and

sustainability, such as sustainability

grants, research fellowships,

student groups, and community-

based projects.

Support student advocacy efforts

and take action in response to

student input.

Facilitate accessible mentorship

of students with an interest in

planetary health. To maximize

planetary health and education

for sustainable healthcare

integration, establish a dedicated

medical school faculty post.

9. Provide mentorship,

including a

dedicated faculty post

At Brighton and Sussex Medical School, where

Dr. Anna Jones is the Project Lead for

Sustainable Healthcare Education, the

Sustainable Healthcare Group has a

comprehensive website which includes faculty

members, their contact information, and

research projects.

The Institute for the Environment at University

of North Carolina hosts a central website which

lists faculty who have research, mentoring, or

teaching roles in environmental health.

New appointments in 2021: The University of

Ottawa Faculty of Medicine's Vice Dean of

Global Health created a Planetary Health

Director position, appointed to Dr. Husein

Moloo. At Oxford University, Dr. SanYuMay Tun

has started in a new Lead of Education for

Sustainable Healthcare post.

34PHRC APRIL 2022
R E C O M M E N D A T I O N S
At the University of North Carolina School of
Medicine, the Center for Environmental Health and
Susceptibility (including faculty from the School of
Medicine) newly supports a Stakeholder’s Advisory
Board that provides insight into community
priorities on environmental health issues. 
The “Climate Change and Health Equity” is a service
learning project as part of the University of
Colorado School of Medicine’s new curriculum. It
aims for students to actively partake in a service
learning experience that addresses the mutually-
agreed upon needs of a community partner. 
At University of Edinburgh, there is a 5-session
community practical through which groups of
students work with community organizations,
including Edinburgh & Lothian Green Space and
the Royal Society for the Protection of Birds. 
One of Washington State University’s main affiliated
hospitals, Providence, offers many articles to
patients on health and the environment, including
on mental health and allergies.
Examples
11. Prioritize
community engagement
Partner with community 
organizations, develop 
community-facing courses on 
planetary health, and include 
planetary health in patient 
educational materials and 
marketing.
Examples
Exeter Medical School has The European Centre 
for Environment and Human Health (ECEHH). 
The Centre for Sustainability, Equality And Climate 
Action is the newest of four cross-faculty research 
centres at Queen’s University Belfast. 
The University of California system recently 
launched the Center for Climate, Health, and 
Equity. 
The University of North California Institute for the 
Environment works to centralize campus 
publications, research efforts, and student and 
faculty efforts. 
National University of Ireland Galway has the 
Centre for One Health. 
Nagasaki University is opening a new ”Interfaculty 
Initiative in Planetary Health” in graduate school.
Institutions should create 
interdisciplinary centers with 
education, research, policy, and 
community engagement pillars that 
focus on the intersections between 
climate change, the environment, 
and health, bridging traditional 
divides among disciplines to ensure 
collective vision, problem-solving 
and action.
 
12. Launch an 
interdisciplinary centre

35PHRC APRIL 2022
R E C O M M E N D A T I O N S
13. Advance research
Examples
Encourage interdisciplinary 
research on planetary health and 
environmental health topics by 
facilitating research networks, 
awarding funding, hosting 
conferences, and recruiting 
researchers actively exploring these 
subjects.
 
The Center for Environmental Research, 
Education, and Outreach at Washington State 
University is a progressive network of over 350 
faculty, staff, students, and industry leaders 
working collaboratively on environmental 
issues. 
The University of California Center for Climate, 
Health, and Equity has a seed grant programme 
to support student and faculty research projects 
that advance understanding of the human 
health impacts of climate change and climate 
solutions that advance health equity.
Brighton and Sussex Medical School annually 
hosts the Sustainable Healthcare Academic 
Research and Enterprise (SHARE) conference 
facilitating collaboration among healthcare 
professionals, students and service users on 
sustainable healthcare topics. 
Keele University has a website dedicated to 
sustainability and planetary health research.
Divest institutional funding from 
fossil fuels, set ambitious carbon 
neutrality goals, and outline a 
thoughtful and achievable plan to 
meet those goals. 
14. Commit to 
carbon neutrality goals 
and fossil fuel divestment
Already entirely divested from fossil fuels, 
University College London is committed to 
investing in renewable energy and 100% of 
medical school buildings are powered by 
renewable energy. By 2024, UCL aims to achieve 
net zero carbon buildings and having a campus 
free of single-use plastic. The National University
of Ireland Galway has also already divested from 
fossil fuels.
The University of Arizona is committed to climate 
neutrality by 2040. It has a University Strategic 
Plan for zero net anthropogenic greenhouse gas 
emissions (beyond CO2).
The University of Hull, medical school inclusive, 
aims to be carbon neutral by 2027. It's Carbon 
Neutral Plan outlines progress to date (already 
31% carbon emission reduction) and next steps.
Examples

36PHRC APRIL 2022

R E C O M M E N D A T I O N S

Examples

University College Dublin produces about 2,000

tonnes of Mixed Municipal Wastes per annum but

its waste management service providers ensure

less than 10% of this ends up in landfills.

Recycling and composting are readily available.

The Sustainable Food Policy at Keele covers all

outlets, including food served within the medical

school. It includes increased plant-based options,

use of local produce, seasonal vegetables, and

reduction of water and energy usage.

The University of Washington Green Laboratory

Certification program allows faculty to assess the

sustainability of their lab practices and facilities,

provides suggestions and tools for improvement,

and awards levels of recognition.

Newcastle University has a Sustainable

Procurement Strategy and Sustainable

Construction Specification to ensure progress in

line with their 2030 net-zero carbon emissions

target.

15. Implement day-to-day

sustainable practices on

campus

Create an environmentally

sustainable learning and working

environment by setting and

following guidelines for supply

procurement, lab spaces, events,

and buildings.

37PHRC APRIL 2022

S C H O O L - S P E C I F I C

R E P O R T C A R D S

Overall

38PHRC APRIL 2022

Dalhousie University

Expanded score explanations can be found at phreportcard.org.

C-

Planetary Health Curriculum

Recommendations: In addition to the integration of Planetary Health recommendations already provided

to the Dalhousie Faculty of Medicine through the curriculum refresh, we propose that the Faculty create a

leadership role in Planetary Health within the next year, similar to the University of Ottawa’s Faculty of

Medicine’s Director of Planetary Health, as a clear signal to faculty and learners that the climate

emergency is not only important, but urgent. This position can advocate for and oversee longitudinal

integration of Planetary Health into medical school and resident curricula, work with learners on

community outreach and facilitate an interprofessional approach.

C-

Interdisciplinary Research in Health and the Environment

Recommendations: Dalhousie faculty, staff and students within and outside of the medical school are

involved in leading interdisciplinary research and teaching programs, National and Provincial Planetary

Health groups, and are members of the Global Consortium on Climate and Health Education and

Planetary Health Alliance. To continue, we recommend that Dalhousie medical school take a clear stance

on the promotion of interdisciplinary research related to Planetary Health to both current faculty and their

students. In addition, the Research in Medicine (RIM) program should encourage students to consider the

sustainability of all research projects.

F-

Community Outreach and Advocacy

Recommendations: Continue to increase opportunities for outreach and advocacy related to medical

school and healthcare sustainability to build on the foundation set by the Faculty of Medicine, Healthy

Populations Institute, Dalhousie Planetary Health Community of Practice, and Dalhousie Green Team. We

would recommend that Dalhousie medical school and affiliated hospitals establish a Continuing

Professional Education program with a focus on Planetary Health to ensure members remain up to date

with their knowledge throughout their career.

Support for Student-led Initiatives

Recommendations: Dalhousie Medical School offers continued support for student initiatives related to

sustainability and medicine. To improve the score in this section, we would recommend the Faculty of

Medicine regularly promote their support of such initiatives to all members of the faculty and student body

either through communications or mentions on the website, and visibly outline the process for achieving

support for future interested students.

2021-2022 Summary Report

Canada

D+

Sustainability

Recommendations: Dalhousie University, including the medical campuses, has made strides to increase

the sustainability of the institution and has set carbon neutrality goals. We would like to see the Faculty of

Medicine make a public commitment to the future sustainability goals of the school and recommend that

they provide further opportunities for labs in the medical faculty to connect with Dalhousie’s Office of

Sustainability’s Green Labs program,to increase the number of medical school and affiliated hospital labs

pursuing sustainable operations.

C+

Overall

39PHRC APRIL 2022

McGill University Faculty of Medicine and

Health Sciences

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

Planetary Health (PH) connections exist within the core medical curriculum but they are only briefly

covered and are mostly found within a solitary lecture dedicated to climate change and health.

Recommendations: PH connections in the curriculum should be made more explicit, with more dedicated

time allocated consistently throughout. The medical school should identify PH as a priority theme and

include that material in learning objectives and test questions, in addition to filling in content gaps.

C+

Interdisciplinary Research in Health and the Environment

McGill University hosts an annual Sustainability Research Symposium (SRS), as well as other

conferences, events, and workshops relating to PH.

Recommendations: McGill lacks a dedicated institute for interdisciplinary PH research that emphasizes

the impacts of anthropogenic environmental changes on health. Within the Faculty of Medicine and Health

Sciences itself, it is difficult to find faculty members who have a primary research focus in PH or

healthcare sustainability.

C-

Community Outreach and Advocacy

The Faculty of Medicine and Health Sciences does not offer community-facing education opportunities on

PH. This extends to a lack of patient materials regarding environmental health exposures, as well as

climate change and health impacts.

Recommendations: There is limited partnership between the medical school and community

organizations to promote planetary and environmental health. The faculty could augment meaningful

partnerships and promote medical student involvement through the addition of relevant community

organizations in the Community Health Alliance Project (CHAP) course.

Support for Student-led Initiatives

Overall, the administration is supportive of student-led PH initiatives. The McGill Sustainability Projects

Fund has a mandate to build a culture of sustainability on McGill campuses. They offer their time, funding,

and enthusiasm for student projects from all faculties.

Recommendations: Within the Faculty of Medicine and Health Sciences, the administration could further

support student-led initiatives by facilitating connections between research mentors and students, creating

grant opportunities, and developing a student fellowship program designated for PH.

2021-2022 Summary Report

Canada

Sustainability

The McGill University Climate and Sustainability Strategy 2020-2025 includes a stated goal of carbon

neutrality, as well as objectives pertaining to waste management, food systems, procurement, and more.

However, it is unclear how these strategies translate to the medical school buildings.

Recommendations: The Faculty of Medicine and Health Sciences should work towards extending

sustainable practices through composting, sustainable food and beverage options, and waste

management.

C+

Overall

40PHRC APRIL 2022

University of Ottawa

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

Planetary Health has been discussed in the process of curriculum renewal occurring in 2022.

Recommendations: The curriculum lacks longitudinal integration, with only a singular one-hour lecture

that is devoted to the topic in Year 2. The Faculty of Medicine is making efforts to provide a well-rounded

Planetary Health curriculum. We acknowledge the efforts made by the Faculty of Medicine and we are

encouraging continuation and follow-through of the progress made. Furthermore, there is improvement to

be done in sustainable clinical practice teaching.

Interdisciplinary Research in Health and the Environment

Large strides have been made since the appointment of Dr. Husein Moloo as the Director of Planetary

Health. Dr. Moloo has made planetary health the focus of his research, led collaboration with the Global

Consortium on Climate and Health Education, and helped establish the first research symposium on

planetary health.

Recommendations: Significant work remains to be done in Planetary Health research, such as

establishing a dedicated department, and creating a partnership with community members affected by

climate change.

Community Outreach and Advocacy

The Faculty of Medicine does not engage with community organizations, or provide community-directed

events, to promote planetary health at this time.

Recommendations: Considering the multiple organizations in Ottawa which focus their efforts towards

Planetary Health and sustainability, such as MDMOMS4HealthyRecovery, we believe strong partnerships

could be created, especially considering their involvement in the Climate Change and Health lecture.

Support for Student-led Initiatives

Interested medical students can pursue planetary health initiatives through existing programs with non-

specific focuses, such as the Leadership elective and Community Service Learning. The Planetary Health

interested group has received both funding and faculty support.

Recommendation: Considering the multiple initiatives, it would be crucial to have an accessible website

that contains and summarizes information about different ways that students can get involved.

2021-2022 Summary Report

Canada

Sustainability

The Office of Campus Sustainability is well-established, with multiple effective programs for the entire

university. PPE recycling and sustainable event guidelines have been initiated in 2021. There is also a

strong focus on energy efficiency and sustainable construction on campus, which saved 5 million kwH of

energy in 2016 by retrofitting the medicine building.

Recommendations: Most sustainability events or initiatives are occurring at the main campus which is

separate from the medical school. Medical students can participate but there is no active promotion. There

is work to be done on actively involving the medical students within the institution’s sustainability efforts.

C+

Overall

41PHRC APRIL 2022

University of Toronto

Expanded score explanations can be found at phreportcard.org.

C+

Planetary Health Curriculum

The Faculty of Medicine has made progress on the planetary health curriculum. However, most of the

content is limited to two lectures during week 11 and a handful of self-learning modules in preclerkship

teaching.

Recommendations: We recommend the Faculty work toward fully integrating discussions on planetary

health and environmental/climate justice into the curriculum and hire a theme lead who can bring together

the environmental and structural determinants of health. We also recommend the faculty firmly integrate a

climate justice approach when discussing anti-oppression and vice versa, during discussions on

environmental health.

Interdisciplinary Research in Health and the Environment

The Faculty of Medicine has some faculty members and initiatives on planetary health research. However,

more commitment is needed to develop in these areas and foster partnerships with other offices,

departments, and faculties that are engaged in similar lines of work.

Recommendations: We recommend the faculty support researchers (e.g. increased funding) who are

doing planetary health work and develop stronger partnerships with Dalla Lana School of Public Health’s

Division of Occupational & Environmental Health.

D-

Community Outreach and Advocacy

The University of Toronto Faculty of Medicine has little to no community outreach and advocacy regarding

planetary health.

Recommendations: Community partnerships must be developed, particularly ones that are rooted within

marginalized communities.

Support for Student-led Initiatives

The University of Toronto has no support for student groups dedicated to planetary health. There is one

registered medical society (GreenMeds) dedicated to increasing awareness on the importance of

sustainability in medicine. However, it is not supported by faculty.

Recommendations: The faculty should fund sustainability projects, which can be advertised on a central

website, and at least offer an opportunity to engage in this research in the core curriculum.

2021-2022 Summary Report

Canada

Sustainability

Campus sustainability is largely shaped by initiatives at the university-wide level. Stronger external and

internal partnerships are lacking in order for the Faculty of Medicine to establish concrete approaches in

cultivating campus sustainability.

Recommendations: We recommend that a designated staff member within the Faculty of Medicine be

connected to the Office of Sustainability as a point person.

F+

Overall

42PHRC APRIL 2022

Rheinisch-Westfälische Technische

Hochschule Aachen (RWTH Aachen

University)

Expanded score explanations can be found at phreportcard.org.

C+

Planetary Health Curriculum

The topic of "planetary health" has been included in the curriculum, but there is a lack of integration into

the longitudinal curriculum. In the third and fourth years of study, various aspects of planetary health are

covered in only two courses. In addition, there are some electives on planetary health topics, but most are

organized by students.

Recommendation: Planetary health and the climate crisis as a risk factor must be integrated

longitudinally into the curriculum and be an integral part of all courses in which a thematic link can be

established. In addition, there is a lack of courses that link planetary health with patient communication.

D+

Interdisciplinary Research in Health and the Environment

At the medical faculty of RWTH Aachen University, there are individual researchers and two Institutes

dedicated to planetary health topics.

Recommendation: The relevance of the topic requires the establishment of a research group with a main

focus of "Planetary Health", as well as the establishment of a faculty position. Research activities in

planetary health should be initiated in diverse medical fields and the medical perspective should be more

strongly included in research projects of other disciplines.

Community Outreach and Advocacy

The medical faculty of RWTH Aachen University has so far had no part in public relations work on the

topic of Planetary Health. There is no community involvement.

Recommendation: We recommend regular announcements on planetary health to the students (e.g. as

part of a newsletter) and the provision of patient information. Similarly, the establishment of planetary

health community partnerships in electives is important.

C-

Support for Student-led Initiatives

Student groups who are involved in the area of "Planetary Health" receive basic support. However, health

policy or scientific activities are solely based on the students' own initiative.

Recommendation: We recommend that the medical school provides greater support to students who are

interested in sustainable initiatives, e.g. by establishing mentorships or scholarships.

2021-2022 Summary Report

Germany

Sustainability

The medical faculty of RWTH Aachen University has so far paid very little attention to the issue of a

sustainable campus. The university is making efforts to take steps toward a more sustainable campus.

However, consistent implementation is still lacking here in many places.

Recommendation: We recommend that the medical school assigns a person to the topic of sustainability

and to actively integrate sustainability into all processes. In addition, RWTH Aachen University should

more clearly commit to carbon neutrality and formulate and implement related measures.

Overall

43PHRC APRIL 2022

Justus-Liebig-Universität Gießen

(University of Giessen)

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

The University of Giessen has not yet included the topic of "Planetary Health" in its curriculum. Aspects of

planetary health are included in lectures, but only sporadically. Teaching on planetary health exists only in

extracurricular events such as electives.

Recommendation: Respect planetary health as an integral component of medical education and

integrate information on the impacts of the climate crisis on human health into curriculum.

Interdisciplinary Research in Health and the Environment

While there are no research projects in the area of Planetary Health at our medical faculty, the "Panel on

Planetary Thinking" is anchored at the JLU, among others, the "Panel on Planetary Thinking" approaches

the topic in an interdisciplinary way. Other departments (e.g. geography) take up the topic in parts of their

research.

Recommendation: JLU's medical school could join the Planetary Health Alliance and the Global

Consortium on Climate and Health Education, establish a website with planetary health news, and create

a lecture series directly related to Planetary Health. Research projects would also be desirable.

F-

Community Outreach and Advocacy

The Faculty of Medicine at Giessen does not conduct any public relations work on the topic of "Planetary

Health". There are a few working groups and student liaisons who work on the topic and bring it to the

public, but these are not affiliated with the faculty. An elective course and a capstone curriculum do work

on these issues, but they are not available to the public. The teaching hospitals do not have informational

materials on the topic.

Recommendation: More community partnerships related to planetary health and access to information on

the topic should be implemented.

Support for Student-led Initiatives

The University of Giessen and the Faculty of Medicine recognize student groups involved in Planetary

Health (e.g. Health for Future Giessen) and provide university platforms. However, there is no financial

support.

Recommendation: We recommend that the medical school provides more support to students interested

in sustainable initiatives, for example, by creating a website that provides mentors and opportunities for

students related to PH or ESH and lists grants for related research.

2021-2022 Summary Report

Germany

Sustainability

According to the Office of Sustainability, since 2021 the university has been in the process of developing a

sustainability strategy lasting until the end of 2022. Structurally, a number of measures for more

sustainability on campus have been implemented. The medical faculty seems to have a greater need to

catch up than other areas of the JLU.

Recommendation: In addition to the measures that have been put into effect, it is critical that

sustainability criteria do not get lost in diplomacy. The development and implementation of a sustainability

strategy are important and should be carried out promptly. Particularly in the areas of food and

infrastructure, there is a lot of work to do.

D+

Overall

44PHRC APRIL 2022

Johannes Gutenberg-Universität

Mainz (University of Mainz)

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

The University of Mainz has only sporadically included the topic of "Planetary Health" in lectures in a few

departments and in an elective on "Planetary Health", which did not originate from the lecturers.

Therefore, it is discussed only in the clinical part of the medical studies. Only partial aspects of the topic

are covered and not placed in the context of the concept of "Planetary Health".

Recommendation: There is a lack of courses that address the concept of "planetary health” in detail and

comprehensively. This could be done as a stand-alone subject or integrated into specialties such as

infectious diseases, pulmonology, cardiology, and other subjects. Electives offer a good start to this.

D-

Interdisciplinary Research in Health and the Environment

The University of Mainz has its own departments, embedded in the Institute of Cardiology, which deal with

environmental factors such as air and noise pollution and their connection to health. However, there is no

research that explicitly addresses the health impacts of climate change in the context of the concept of

"planetary health”.

Recommendation: Research in this area could be significantly expanded. Research on the environmental

impacts on health can serve as a basis for this for other topics, such as heat or infectious diseases.

Community Outreach and Advocacy

At the time, there is no partnership or cooperation regarding Planetary Health in community outreach.

Recommendation: There are abundant potential opportunities that can be addressed.

F+

Support for Student-led Initiatives

There is no support for student-led initiatives related to Planetary Health. There is a Health for Future local

group that addresses issues regarding Planetary Health, but there is no institutional support.

Recommendation: The University of Mainz should take steps to increase support for student-led

initiatives.

2021-2022 Summary Report

Germany

D-

Sustainability

The University Hospital of Mainz has taken first steps in implementing sustainable buildings, infrastructure,

nutrition and other topics. It is still to be awaited what arises from these pledges.

F+

Overall

45PHRC APRIL 2022

Westfälische Wilhelms-Universität Münster

(University of Münster)

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

At the medical faculty of Münster, partial aspects of "planetary health" are covered within the core

curriculum. However, many topics of planetary health (e.g. heat) are not included. The integration of topics

longitudinally into curriculum is not sufficient, since the teaching here often depends on individual

dedicated teaching assistants. The elective "Diagnosis of the Climate Crisis" plays a crucial role, because

it covers many topics that are not otherwise taught.

Recommendations: There is a lack of mandatory courses that address important planetary health issues

to provide knowledge and skills to translate planetary health teaching into practice. For example, including

climate change as a disease risk factor in conversations with patients could be done in the context of

clinical skills or in the subject of general practice.

F+

Interdisciplinary Research in Health and the Environment

At the Institute of Hygiene at the Medical Faculty of Münster, a working group is conducting research on

hospital and environmental hygiene. In addition, there are efforts by various institutes to conduct more

research in this area in the future.

Recommendations: The medical faculty could expand research in the area of planetary health in

collaboration with other institutes and join the Planetary Health Alliance and the Global Consortium on

Climate and Health Education. A website with planetary health news could list existing research papers.

Community Outreach and Advocacy

The medical school does not have its own collaborations with community organizations in the topic area of

planetary health.

Recommendations: The medical school could develop community partnerships related to planetary

health. In addition, informational materials for patients at affiliated hospitals could be provided in the form

of brochures or disseminated in an online format. Faculty could support the education of staff and students

through informing about the topic area of planetary health.

Support for Student-led Initiatives

There is a university initiative (Health for Future Münster), which is involved in curricular teaching and

offers an elective on the subject of planetary health. It does not receive separate formal support from the

faculty, although commitment is informally promoted here.

Recommendations: We recommend that the medical school offers more support to students interested in

sustainable initiatives, e.g., by creating a website that provides details of mentors or opportunities for

students related to PH or ESH and listing grants for related research.

2021-2022 Summary Report

Germany

Sustainability

Münster University is already implementing measures for increased sustainability on campus. The medical

faculty benefits from this commitment, even without comprehensive efforts of its own.

Recommendations: The medical faculty lags behind the university's efforts. For example, waste

separation, as practiced in the university buildings, could also be implemented at the medical faculty. The

topic of sustainability could be promoted by having a staff member for supporting and coordinating ideas

and projects in this area and managing a website on the topic.

Overall

46PHRC APRIL 2022

Julius-Maximilians-Universität

Würzburg (University of Würzburg)

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

The university is currently working with great effort to longitudinally implement the topic of planetary health

into the curriculum. A logo has even been designed to make the content visible. In addition, there is the

elective "Planetary Health" which can be taken in preclinical and clinical courses.

Recommendation: To date, plans to teach courses that incorporate Planetary Health into conversations

with patients have not yet been put into action. This could be done as part of the clinical skills at the

Teaching Clinic or introduced in the general practice subject.

Interdisciplinary Research in Health and the Environment

Currently, the medical school's research in the field of planetary health focuses primarily on how to best

integrate this topic into the medical school curriculum. At the same time, the university and the University

Hospital are key players in a newly initiated interdisciplinary Center for Applied Climate Research, which

will conduct research on "Climate and Health," among other topics.

Recommendation: Numerous informational events on planetary health topics are offered. For students, it

would be convenient to have events, conferences, and future research projects on this topic bundled

together on one website. The university and/or medical school could consider becoming a member of an

international organization on Planetary Health.

Community Outreach and Advocacy

The medical school does little outreach on planetary health. For students and health care workers, there

are informational opportunities, such as the Planetary Health seminar series. For patients, on the other

hand, there are no informational materials on the interactions between the environment and health.

Recommendation: Information materials for patients could be provided online or in print.

Support for Student-led Initiatives

The university and the medical faculty support student groups. In this regard, there are offerings such as

the PAN student group or a close collaboration with the Health for Future group. In addition, the Teaching

Clinic provides a lot of information. However, the aforementioned support only includes non-material

support.

Recommendation: We recommend that the medical school provides more support to students interested

in sustainable initiatives, e.g., initiation of financial resources, such as grants and research programs.

Furthermore, high-profile events and a student contact person and representative would be desirable.

2021-2022 Summary Report

Germany

Sustainability

The medical school has no stated goals or plans for carbon neutrality, there are no dedicated contact

person for these issues and no known plans to change this. The university already has a contact person

for sustainability issues, but there is a lack of elaborated plans for transforming to a carbon neutral

university.

Recommendation: There is much to improve in sustainability on campus. At the medical school, goals

and plans should be developed, especially in the areas of transportation and buildings, but we also

recommend making lab spaces more sustainable and implementing sustainable policies for events and

procurement.

D+

National University of Ireland Galway

School of Medicine

Overall

47PHRC APRIL 2022

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

NUI Galway includes planetary health in the curriculum, but it lacks integration longitudinally. Aspects of

planetary health are most prominent in the Global Health and Development module.

Recommendations: There is a lack of learning outcomes which explicitly mention the effects of

environment, climate change, global warming, and pollution on health, particularly after year 3. These

topics could be introduced in the Health and Disease modules, the Global Health and Disease Modules, or

in Case Based Learning sessions (CBLs) in clinical years.

Interdisciplinary Research in Health and the Environment

NUI Galway has excellent research clusters related to planetary health, such as the Centre for One Health

(COH). The school of medicine also has a summer research programme which allows students to choose

from a list of projects available. However, few of the projects available are related to planetary health.

Recommendations: The summer research programme should link up with the COH or related research

clusters to provide research projects related to planetary health, climate change, and sustainability.

D-

Community Outreach and Advocacy

NUI Galway school of medicine has little community outreach relating to planetary health. The Department

of Anaesthesia at University Hospital Galway arranged a sustainability day. The school of medicine had no

community facing events or patient-accessible material on planetary health.

Recommendations: The school of medicine should partner with initiatives already present in University

Hospital Galway and the university. The school could also arrange their own community-facing events on

the health effects of climate change, and develop easily accessible patient information on the topic.

2021-2022 Summary Report

Ireland

Support for Student-Led Initiatives

There is one active medical student group affiliated with the Irish Doctors for the Environment. Faculty and

administration are supportive of the group by offering advice, time and inviting the students to be

represented on the medical Curriculum Review Steering group. Student research in the area of planetary

health is possible, but remains unfunded and largely based on student initiative.

Recommendations: Although we greatly appreciate the support already received within the school of

medicine, we recommend the school become active partners to the student-led initiatives, by providing a

planetary health primary contact person with whom the students could liaise with.

B-

Sustainability

NUI Galway is making great progress to make the campus more sustainable, and the school of medicine

is aligned with this development through the university-wide Sustainability Strategy. The university has

stated goals of carbon neutrality by 2030 and to have all labs certified as ‘green’ by 2025.

Recommendations: The medical school is part of the university Sustainability Strategy, but there is no

accessible strategy for how the school of medicine is working to meet these goals. We recommend

making a Sustainability Strategy specifically for the school of medicine, and improve guidelines for events

and procurement within the school of medicine.

Royal College of Surgeons in Ireland

Overall

48PHRC APRIL 2022

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

At RCSI, Planetary health (PH) connections exist throughout the medical curriculum. The administration

also made a concerted effort to increase the PH content as a result of the ongoing curriculum reform

process which will see a new curriculum introduced in 2022

Recommendations: Planetary health should be included as a comprehensive portion of a module (and

labelled as such) as opposed to just one learning outcome under the umbrella of a Public Health /

Epidemiology module.

Interdisciplinary Research in Health and the Environment

RCSI has now formally joined the Global Consortium on Climate and Health Education.

Recommendations: The medical school should commit to recruitment of additional PH researchers, and

endeavor to establish at least one collective research group which is dedicated exclusively to better

understanding the intersection of PH and human health research.

Community Outreach and Advocacy

This is the area where RCSI performed the weakest. However, RCSI is actively working with other

universities in Ireland to develop planetary health / sustainability curriculum content.

Recommendations: Further community outreach and engagement of the surrounding community when

making decisions about sustainability practices would significantly bolster the university’s performance in

this area.

2021-2022 Summary Report

Ireland

Support for Student-Led Initiatives

Overall, RCSI performed very well in this area. The administration is supportive of student-led initiatives,

including planetary health initiatives. The administration consistently offer their time, funding, and

enthusiasm for student-led work.

Recommendations: The administration could further support student-led initiatives by facilitating more

planetary health-specific connections between research mentors and students, and by developing a

student fellowship program designated for PH.

A-

Sustainability

RCSI has shown strong initiative in this area by developing a Sustainability Committee consisting of both

student and staff members, as well as by developing the RCSI Green Campus Initiative which serves to

champion and inform University policies with respect to Sustainability. The Beacon status was awarded to

RCSI with the Centre for Sustainable Health care in 2022.

Recommendations: The development of a formal Sustainability office with salaried staff who would assist

in oversight of the implementation and progress of sustainability goals and practices would likely

significantly strengthen the University’s sustainability efforts.

A-

Overall

49PHRC APRIL 2022

Trinity College Dublin

Expanded score explanations can be found at phreportcard.org.

C+

Planetary Health Curriculum

Trinity College Dublin (TCD) has material on planetary health in the core curriculum, although there is only

one lecture 'Environmental Health & Lifestyle Medicine’ that specifically deals with it.

Recommendations: Planetary health must be integrated into multiple modules of the core curriculum.

Including lectures dedicated to key concepts of planetary health; rising temperatures, pollution or impacts

on marginalised communities would be beneficial.

Interdisciplinary Research in Health and the Environment

TCD has several departments that receive funding for, and promote planetary health research among staff

and students, but these are outside the domain of the School of Medicine. Trinity joined the Global

Consortium on Climate and Health Education this year.

Recommendations: TCD could organise a conference directly related to planetary health. They could

also join the Planetary Health Alliance, and set up a website specifically focused on planetary health news,

events, and research contacts.

Community Outreach and Advocacy

TCD and its affiliated hospitals have no significant community outreach with regards to planetary health.

There are organisations that incorporate some focus on planetary health (such as Innovation for the

Global Arctic), but the medical school has no direct role in these.

Recommendations: TCD should produce educational material regarding planetary health and

environmental risk factors that is accessible to the public as well as including regular coverage of

planetary health teaching in university communications.

C-

Support for Student-led Initiatives

While TCD has widespread student and faculty support for student green initiatives, the medical school

itself remains firmly behind on supporting its students in their sustainable endeavours.

Recommendations: Given the support is offered on a university level, we recommend that the medical

school themselves offer more in the way of scholarships, research opportunities, and engagement with

planetary health issues.

2021-2022 Summary Report

Ireland

C+

Sustainability

Trinity College Dublin regularly publishes sustainability reports, the latest being in 2020, where it targets,

reflects and sets novel goals for sustainability in the coming year. However, with the evolving dialogue on

climate change and what institutions can do to address the challenge, the school’s targets lack ambition.

Recommendations: Further improvements could be made as regards to campus sustainability. This

could be done by updating long-term goals to be in accordance with evolving knowledge about the drastic

efforts that have to be made in the short-term in order to avoid further climate change. Efforts to implement

carbon neutrality would help with this.

Overall

50PHRC APRIL 2022

University College Cork

Expanded score explanations can be found at phreportcard.org.

C-

Planetary Health Curriculum

University College Cork (UCC) School of Medicine (SoM) includes brief discussions on planetary health

primarily in the core curriculum content on public health in the preclinical years. These discussions,

while valuable, tend to be indirect and limited in scope in respect to climate change and planetary

health. References to sustainability are similarly limited.

Recommendations: Engage students with discussions, in each of the core body systems’ teaching or

in the CP modules, on how climate change and planetary health impacts health and disease. These

discussions may include relevant history and examination findings, and sustainability in clinical practice

as well as in health behaviours.

Interdisciplinary Research in Health and the Environment

Interdisciplinary research is a highly respected and cultivated process at UCC. The Environmental

Research Institute, the APC Microbiome Institute, and MaREI Institute for energy, climate, and marine

research are some that exist pertaining to the areas of planetary health, sustainability, and public health.

Recommendations: A simple but powerful advance in this metric would result from the SoM promoting

and encouraging socioculturally conscious, planetary health related, and community-need based

projects that are by their nature interdisciplinary and highly impactful in terms of human healthcare.

D+

Community Outreach and Advocacy

UCC SoM has little community outreach relating to planetary health. The SoM offers 1 CPD course

related to planetary health and some opportunities for research, however these are not well known and

perhaps not well utilised. UCC as a whole does well with community outreach, offering many courses

and events on sustainability.

Recommendations: The SoM could look into officially incorporating existing university initiatives into

the SoM website, buildings, and events to increase their community partnerships relating to planetary

health.

Support for Student-led Initiatives

Support for student-led initiatives mostly comes from the wider university rather than the SoM. The SoM

has shown some support for UCC's student working group under Irish Doctors for the Environment (IDE).

Newly this year, a faculty member in the School of Public Health has shown interest in augmenting

planetary health topics taught to medical students.

Recommendations: We recommend the SoM provide more resources and guidance to students who

would like to pursue an interest in planetary health.

2021-2022 Summary Report

Ireland

Sustainability

UCC as a whole does very well in its efforts to have a sustainable campus. Sustainable building

practises, multiple recycling efforts, and green energy initiatives are some of the many reasons UCC

was the first to earn its Green Flag from the Foundation for Environmental Education in 2010.

Recommendations: The SoM could implement sustainability guidelines specifically targeted for the

students and staff at the Brookfield and Western Gateway campuses in order to minimise waste and

consumption. This could be achieved by promoting use of reusable cups or silverware, or improving

composting/recycling. Environmentally friendly transportation options between hospitals and the medical

campus should be encouraged. Alternatively, the SoM may consider offering hybrid learning options for

those that are able in order to minimise unnecessary or long commutes.

C+

Overall

51PHRC APRIL 2022

University College Dublin

Expanded score explanations can be found at phreportcard.org.

D+

Planetary Health Curriculum

Planetary health (PH) exists throughout the medical curriculum. However, the level of detail remains

sparse, and inclusion of PH relies on individual lectures. We want to emphasize that UCD recently partook

in the Climate and Health in Medical Education (CHIME) workshop, a workshop aimed at improving PH

teaching in Irish medical schools, with a particular focus on public health.

Recommendations: PH connections in the curriculum should be made more explicit, with more dedicated

time. The medical school should identify PH (including climate change) as a priority theme and include

that material in learning objectives and test questions, in addition to filling in content gaps.

Interdisciplinary Research in Health and the Environment

UCD lacks an institute for interdisciplinary PH research, but the medical school may draw from existing

centres such the Occupational and Environmental Health department, and that of individual faculty

members.

Recommendations: Student-led research within PH currently relies too heavily on students’ initiative.

Thus we would like to see a greater level of facilitation from the medical school to further enhance

research opportunities within PH.

D+

Community Outreach and Advocacy

There is poor awareness of environmental advocacy programming amongst the students and faculty and a

clear lack of community engagement from the institution, medical school and hospital trusts.

Recommendations: We suggest that related material such as events are communicated to the student

body as a means to encourage engagement and advocacy.

C-

Support for Student-led Initiatives

The faculty and administration are supportive of student-led PH initiatives. However, we would like to see

a greater level of support for such initiatives e.g., facilitating connections between research mentors and

students, and providing stipends for research projects.

Recommendations: We would like to see students actively being involved in the process of improving the

level of PH teaching and research opportunities, a UCD specific webpage for locating planetary health

and/or sustainable healthcare projects, and increased support of student-led QI initiatives.

2021-2022 Summary Report

Ireland

C-

Sustainability

UCD as an institution is showing commitment to improving its carbon footprint. However, we would like to

see a greater level of involvement from the medical school, as we believe the medical school should be at

the forefront of this movement, both in terms of influencing the university, but also affiliated hospitals and

other healthcare settings.

Recommendations: A crucial starting point would be to assign one or more staff members to this.

Nagasaki University

Overall

52PHRC APRIL 2022

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

At Nagasaki University, there are many opportunities to learn about the relationship between the

environment and diseases in many of the core curriculum courses, but these opportunities have not yet

led students to understand that they are related to planetary health. In addition, there are still no

opportunities to learn about the environmental impact of medical care.

Recommendations: By providing students with opportunities to learn about planetary health across

subjects and disciplines in classes such as "Medicine and Society," we believe that students will be able

to connect their knowledge in different fields and gain a deeper insight into planetary health.

B-

Interdisciplinary Research in Health and the Environment

In Nagasaki University, the Planetary Health Promotion Division has been promoting initiatives such as

holding public lectures, and with the establishment of Nagasaki University Interfaculty Initiative in

Planetary Health in October 2022, we can expect to see more researchers focusing on planetary health.

Recommendations: It is necessary to enhance the website so that faculty members, students, and

citizens can easily access the research results and learn more about planetary health.

Community Outreach and Advocacy

Nagasaki University School of Medicine does not currently have any initiatives related to planetary health

for the community. Although there are collaborations with local health centers and medical institutions,

these are only for conventional medical and nursing education, not for planetary health education.

Recommendations: We believe that better planetary health education will be possible by making use of

the existing cooperation with medical institutions and connections with remote islands.

2021-2022 Summary Report

Japan

C-

Support for Student-Led Initiatives

There are many environments at Nagasaki University that support the research of students interested in

planetary health and the activities of student groups. However, these are rarely publicized to the entire

student body or events are not held in which the entire student body can participate, resulting in this

evaluation.

Recommendations: We believe that by widely publicizing research and student activities related to

planetary health to students through the website and academic affairs, all students will have a chance to

know about them.

C-

Sustainability

Environmental efforts are being made in accordance with the government's basic policies and

environmental considerations for transportation. On the other hand, Nagasaki University's own initiatives,

such as those related to food and recycling, were not well implemented.

Recommendations: The participation of students is essential for such efforts, and new student-centered

efforts would be very valuable, such as working together with the Co-op on the cafeteria menu, or holding

an event where students give presentations on food loss.

D+

Overall

53PHRC APRIL 2022

Barts and The London Medical School

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

Barts and the London Medical School integrates teaching on planetary health (PH) into the curriculum to a

relatively high degree, both in optional modules and within its core objectives. In year 4 students explore

healthcare sustainability in great detail. New this year, students are taught how to have discussions with

patients regarding their impact on the environment and the impact of the environment on them.

Recommendations: Whilst the curriculum has some significant strengths, students would still benefit from

further exposure, particularly younger years who only encounter detail in optional modules. To address

this, global health modules similar to that in the 4th year could be introduced longitudinally, for example by

embedding a few PH related lectures into weeks where ethics and similar topics are taught during the

degree.

Interdisciplinary Research in Health and the Environment

Individuals connected to the Medical School do engage in research relating to climate change and its link

with healthcare. Research conducted has acquired much recognition and also engages with the

community at large. Much of this work, however, is undertaken separate to the medical school.

Recommendation: The Medical School should consider joining the Planetary Health Alliance or the

Global Consortium on Climate and Health Education.

B-

Community Outreach and Advocacy

The Medical School partners with many external organisations to understand the effects of climate change

on health. The university hosts events to increase awareness of conservation of species. Unfortunately,

opportunities for students to work with the community directly are limited except for primary care projects..

Recommendations: An increased collaboration effort with local community and sustainability groups.

Support for Student-led Initiatives

Sustain at BL is the largest student led initiative at Barts Medical School. It receives brilliant support and

can liaise with faculty members in order to promote events as desired. Student-office positions for

sustainability officers are available, and every year a number of students apply for this position. There is a

lack of encouragement to increase the amount of initiatives and students need to seek out opportunities

themselves.

Recommendations: Increased programs to empower students to engage in projects relating to

sustainability.

2021-2022 Summary Report

United Kingdom

Sustainability

Barts Medical School fulfils common goals to improve campus sustainability such as encouraging

responsible energy use and usage of recycling facilities. In addition to this there are multiple procedures in

place to improve their carbon footprint in the university setting such as the Lab Efficiency Assessment

Framework. However, there is little done in terms of pushing towards concrete emission goals.

Recommendations: Barts should establish a carbon neutrality goal with a clear, details plan to achieve

this.

C+

Overall

54PHRC APRIL 2022

Brighton and Sussex Medical School (BSMS)

Expanded score explanations can be found at phreportcard.org.

B+

Planetary Health Curriculum

Planetary health and sustainable healthcare topics are apparent throughout the curriculum across years

1-4 in various formats, including dedicated lectures, brief mentions and elective content (SSCs).

However, planetary health content lacks longitudinal curricular integration, with most the topics being

delivered in years 1,2 and 4.

Recommendations: We recommend that the curriculum be reviewed to embed longitudinal integration

of planetary health and sustainable healthcare topics across all years.

A+

Interdisciplinary Research in Health and the Environment

BSMS has a dedicated Sustainable Healthcare Group and the group’s academic contacts and research

activities are centralized in a comprehensive webpage. BSMS also co-hosts the Sustainable Healthcare

Academic Research and Enterprise (SHARE) Conference annually.

Recommendations: The medical school should establish further links with environmental justice

communities who can provide input in the medical school’s research agenda.

Community Outreach and Advocacy

BSMS currently has little community outreach relating to planetary health. We also identified a lack of

relevant postgraduate courses offered by BSMS or the affiliated NHS Trust.

Recommendations: We recommend that BSMS and its Trust establish training courses, such as those

offered by the Centre for Sustainable Healthcare. Community partnerships should also be formed, such

as students teaching about climate change in local schools using BSMS’s established widening

participation programme.

A-

Support for Student-led Initiatives

Overall, there is some support for student-led initiatives at BSMS and the wider institution. An important

recent improvement is the addition of student Sustainability Representatives.

Recommendations: Support and funding for student-led initiatives mostly comes from the University of

Sussex rather than the medical school directly. We recommend that BSMS offer increased support to

students, for example by establishing dedicated funding for relevant student-led research.

2021-2022 Summary Report

United Kingdom

B-

Sustainability

The University of Sussex and the University of Brighton, BSMS’s parent institutions, have both made

good progress to improve their campus sustainability, including fossil fuel divestment, utilizing sustainable

building practices and incorporating sustainability criteria into their supply procurement.

Recommendations: Both universities need to take further steps to improve their campus sustainability.

As a first step, we recommend that sustainability criteria be formed and made a requirement for all

events.

Overall

55PHRC APRIL 2022

Cardiff Medical School

Expanded score explanations can be found at phreportcard.org.

D-

Planetary Health Curriculum

Sustainable healthcare and planetary health has been integrated more than previous years due to greater

input from academic doctors and in the Cardiff and Vale health board. However, in the overall curriculum,

there are many areas not covered, with limited opportunities for students to engage further if they are

interested.

Recommendations: Highlight the importance of planetary health within intended learning outcomes

(LO’s) in the first years of medical school, and highlight areas where they can engage further with potential

opportunities to reach out to doctors with an interest in this area.

Interdisciplinary Research in Health and the Environment

At Cardiff University more published research has been recently released on sustainable healthcare in

comparison to past years, however there is not a dedicated research lead or academic in this area.

Recommendations: With research projects integrated in the core Cardiff curriculum, a named lead for

planetary health could provide and reach out to academics and doctors who would be happy to support

medical students interested in this area.

Community Outreach and Advocacy

Cardiff University scored 0 within this section, this area requires development in the future.

Recommendations: Cardiff university could link with local organisations, providing opportunities to teach

and support each other in prospective projects. Further, the Cardiff university medical school weekly

newsletter could provide information to students on local projects and how they can get involved.

Support for Student-led Initiatives

The University of Cardiff has a newly founded Cardiff University Sustainability in Healthcare Society this

year. This is funded and supported by Cardiff University Students Union. As this society was formed a few

months ago, no projects have been undertaken, however the prospective outlook is to form a fund

available for students to be involved in research. Previously students have had to obtain direct

departmental funding.

Recommendations: Cardiff Medical School could provide funding opportunities for the newly formed

society and connect students with research networks in Cardiff and Wales.

2021-2022 Summary Report

United Kingdom

Sustainability

Cardiff University have released a thorough document outlining their environmental status and outlook for

future years. They have de-invested in all fossil fuel companies, and attained more renewable energy

links. All buildings built or redone have a high sustainability aspect to construction- the use of recycled

material, high energy saving material used and low emissions overall. Most importantly they declared in

their Climate Emergency policy to become carbon net zero (Scopes 1 and 2) by 2030.

Recommendations: Cardiff University could increase efforts to publicise their ambitious carbon targets

through inclusion in their newsletter, and social media posts. This would aid in student and staff

engagement.

Overall

56PHRC APRIL 2022

Edinburgh University Medical School

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

There are clearly concerted efforts from the school to try and implement planetary health into the

curriculum. However, its integration is rather sporadic.

Recommendations: These topics need to be covered across all years. A more holistic approach where

environmental aspects of health are considered within all areas of medicine is essential.

B+

Interdisciplinary Research in Health and the Environment

Edinburgh Medical School and the wider university shows a clear interest in planetary health research

with dedicated departments and staff. Efforts have been made to empower those most affected by

climate change through research and networking.

Recommendations: The web page dedicated to climate action could benefit from improved signposting

to the research being carried out at the university and mentions of the staff involved.

Community Outreach and Advocacy

Edinburgh medical school does promote student involvement with community organisations, particularly

in the year 1 course and SSC electives with the aim to enhance understanding of social and

environmental aspects of health.

Recommendations: The medical school could create a more accessible list of community organisations

so students are more aware of these when looking into elective projects. Climate change Turas courses

could be added to the training of FYs and other medical staff.

2021-2022 Summary Report

United Kingdom

Support for Student-Led Initiatives

There is a small amount of support provided by the school to medical students who are interested in

planetary health. This needs to be improved and more effort must be done on the school’s part to help

nurture any related interests expressed by students and staff alike.

Recommendations: It would be beneficial for the school to make resources for students who want to

study this topic further easier to access.

Sustainability

The school has made some good efforts to move towards creating a sustainable campus and strongly

encourages having sustainable measures for school events. The campus buildings - old and new - are

also not operating 100% on renewable energy.

Recommendations: It would be a great step towards campus sustainability if the school could move

towards being fully operable on renewable energy. Sustainability guidelines for campus events should

also be made compulsory or at least better enforced.

Overall

57PHRC APRIL 2022

Hull York Medical School

Expanded score explanations can be found at phreportcard.org.

D-

Planetary Health Curriculum

Hull York Medical School (HYMS) addresses planetary health (PH) in stand-alone lectures on limited

topics in Phase 1 and elective components. Education for sustainable healthcare (ESH) is lacking. The

curriculum is currently under improvement with a focus on PH and ESH, and PH lectures for Phase 2 have

been scheduled.

Recommendations: Incorporate PH/ ESH teaching throughout the pre-clinical and clinical curriculum,

especially considering ESH. Formalize a role overseeing integration of PH/ ESH into the curriculum.

Interdisciplinary Research in Health and the Environment

HYMS recently hosted a conference for staff and students with multiple expert speakers following COP26

and is a member of the Global Consortium on Climate and Health Education. HYMS also has researchers

with a primary focus on PH and has processes which allow those affected by environmental injustice to

influence the research agenda.

Recommendations: Join the Planetary Health Alliance for more access to planetary health resources.

C-

Community Outreach and Advocacy

HYMS is involved in regional projects promoting green prescribing and regenerative food processes.

Student communications sometimes include planetary health topics. HYMS has no relevant community

facing courses or events, and there are no materials for patients around environmental health exposures

or health impacts of climate change.

Recommendations: Formalise PH/ ESH in student communications. Create patient accessible

information around environmental health exposures or climate change and its health impacts.

Support for Student-led Initiatives

There are research opportunities in PH at HYMS and a well-supported Students for Global Health society.

However, there is no student representation involved in curriculum reform or sustainability, and the

medical school lacks a centralised webpage for PH initiatives, successes and available projects.

Recommendations: Create a specific webpage for HYMS PH topics and create a student representative

role focused on PH/ ESH. Inclusion of a sustainability focus into required quality improvement projects.

2021-2022 Summary Report

United Kingdom

C+

Sustainability

The Universities of Hull and York have comprehensive plans for carbon neutrality by 2030. There is good

recycling availability on campus and the institutions have good guidance on sustainable supply

procurement. HYMS lacks a dedicated staff member for sustainability, and there are no guidelines for

event sustainability.

Recommendations: Appoint a designated staff member for sustainability at the medical school and

develop guidelines or requirements for events promoting sustainability.

Overall

58PHRC APRIL 2022

Keele University

Expanded score explanations can be found at phreportcard.org.

A-

Planetary Health Curriculum

The Keele Curriculum has strong integration of the effects of pollution, extreme weather and the effect on

the pattern of infectious disease, as well as health inequalities, with these sessions being delivered in a

variety of ways. The importance of Planetary Health is revisited every year allowing students to build on

their learning and to introduce them to new Planetary Health concepts.

To further improve, sessions covering neuropsychological and reproductive health effects of climate

change and pollution could be included. There should also be more guidance on conversations with

patients about the effect that climate change has on health.

Interdisciplinary Research in Health and the Environment

The University as a whole has a strong research focus on sustainability and factors that affect planetary

health. From sustainable energy to food security, the sustainability research at Keele is very varied. Also,

the medical school has several members of staff undergoing sustainable research within prescribing in

primary care.

To improve, the research undertaken should have a process by which communities disproportionately

impacted by climate change and environmental injustice give input or make decisions about the research

agenda.

B+

Community Outreach and Advocacy

The Medical School has meaningful links with several community organisations that form community

placements for students. Keele is involved with many different community organisations aimed at

promoting sustainability and planetary health to our local community. There are also Student Union events

such as Green Festival focusing on the university community.

To improve, patient facing educational materials supplied by the associated hospital trusts in regard to

environmental exposure need to be developed.

A-

Support for Student-led Initiatives

Funding is available for student projects throughout the university, which medical students are eligible to

apply. Since the last report, the medical school has developed a sustainability focused webpage.

In order to improve, a specific planetary health student group would further engage students.

2021-2022 Summary Report

United Kingdom

A-

A+

Sustainability

At Keele, sustainability is very important and this is evident throughout the current projects and initiatives

on our main university campus. It is hard to suggest improvements, with a clear carbon neutral goal and

entirely renewable energy. Transport has been considered, with medical placements accessible by public

transport.

The only thing that could be improved is making student run events at the medical school abide by the

sustainable guidelines and making this a requirement in order for their event to run.

Newcastle University (United Kingdom)

Overall

59PHRC APRIL 2022

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

Newcastle University has very good coverage and integration of planetary health (PH) concepts as well

as sessions throughout medical school on improving sustainability in healthcare.

Recommendations: Teaching on having conversations around PH is not yet taught. This could be

introduced as a clinical skills session or ethics session with scenarios to discuss with patients.

D+

Interdisciplinary Research in Health and the Environment

Newcastle University has considerable research links within sustainability e.g. the population health

sciences institute and OnePlanet. However, these could be utilised more by the medical school for

interdisciplinary research. The medical school is currently in the process of joining international PH

organisations.

Recommendations: Newcastle Medical School could organise a conference directly related to

sustainable healthcare and PH as well as setting up a specific webpage or newsletter for PH news.

D+

Community Outreach and Advocacy

There are many links to community outreach projects through the University and Students Union however

these are mostly environmental projects, the medical school is not involved in these projects and few are

related specifically to health. Newcastle Teaching Hospitals have a few patient resources relating to PH.

Recommendations: Utilise the Universities existing partnerships with community outreach projects

relating to PH and more direct community outreach options through student selected components.

Support for Student-led Initiatives

Newcastle Medical School supports multiple active student groups, Students for Global Health and

Sustainable Medics, which both receive funding from the Students Union and work closely with the

medical school. Completing a sustainable QI project is also part of the curriculum.

Recommendations: Support for student-led initiatives mostly comes from the wider University rather than

the Medical School. The medical school could offer more support to students interested in carrying out

sustainable projects and initiatives for example by collating a website for related opportunities and

research.

2021-2022 Summary Report

United Kingdom

B-

A-

Sustainability

Newcastle University is an extremely sustainable campus with it’s newly developed Climate Action Plan

the University aims to be carbon neutral by 2030.

Recommendations: There are ambitious sustainability plans already in place at the University. We

recommend focusing on improving lab sustainability and introducing sustainable guidelines for events

hosted across the University.

Newcastle University Medicine Malaysia

Overall

60PHRC APRIL 2022

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

NUMed has a well-integrated coverage on environmental health and awareness curriculum.

Recommendation: More teaching how climate change has impacted the local healthcare system and the

effects the environment on causing disease in the different body systems. Student presentations, case

based discussion, and self directed e-learning modules can help achieve this, especially. This is

especially useful for Year 4 students in their CDM rotation, which revisits different body systems weekly.

C+

Interdisciplinary Research in Health and the Environment

NUMed demonstrates interest in planetary health (PH) research and healthcare sustainability through a

dedicated team of researchers. However, the lack of awareness regarding the team’s efforts should be

addressed by promoting better student, staff, and community involvement in PH and sustainability

research.

Recommendations: Some initiatives we recommend include offering climate change as one of the

research studies as part of mandatory Student Selective Component (SSC). We can also approach and

include Non Government Organizations (NGO) to conduct and take part in the research regarding

environmental issues.

Community Outreach and Advocacy

Providing educational materials on the environmental impacts of health have been made accessible in

medical school affiliated hospitals. However, there is still a lack of community outreach programmes for

medical students, little postgraduate support, and sparse communication about PH between staff and

students.

Recommendations: Improve communications between staff and students regarding PH and

sustainable healthcare via virtual talks and timely emails highlighting current environment issues.

Administrative team should organize and encourage more student involvement in community-based

environmental programs.

Support for Student-led Initiatives

The NUMed administration has been supportive of student-led health-related initiatives, although

COVID-19 restrictions have limited execution of these plans. Nonetheless, both the administration and

medical students have expressed interest in future collaboration and plan to implement more initiatives.

Recommendations: Organising more events, movements, and establishing a student-led club that

centres around planetary health/sustainability in medicine could help. The administration could: offer

incentives for PH events; facilitate collaborations between students, staff and researchers; and

introduce grants to medical students to enact sustainability QI project initiatives.

2021-2022 Summary Report

United Kingdom

D+

Sustainability

NUMed has made good progress in improving campus sustainability, especially in the area of

transportation, limiting waste production and energy usage, and more. In addition to these efforts, there

are more institutional policies that have to be made to make a bigger impact to tackle climate change.

Recommendations: Introducing goals and pledges can help keep the NUMed community motivated and

accountable, with a clearer direction in mind. We also recommend focusing on creating and enforcing

sustainability guidelines and criterias in the area of hosting events, food and beverage sale in cafeterias,

and supply procurement to improve campus sustainability.

Overall

61PHRC APRIL 2022

Norwich Medical School

Expanded score explanations can be found at phreportcard.org.

D-

Planetary Health Curriculum

Overall, the medical school’s curriculum doesn’t have a focus on planetary health and education for

sustainability in healthcare. The majority of opportunities to explore these subjects arise from the 2 student

selected component themes which are elective and available only in years 1 and 3. The core curriculum

includes few clear objectives aiming to educate in matters surrounding climate injustice, planetary health

and the links to human health. The majority of those objectives are covered during year 1 of study with

very few being covered in the later years.

Recommendations: Integrate more learning objectives throughout the curriculum within the relevant

modules when studying different specialties (eg. Link of climate anxiety in module 4C or the link of air

pollution with low birth weights in module 4A). An online lecture series on the unequal impact that climate

change has on marginalized groups and the health inequalities that arise would prove very beneficial if it

was to be made available on Blackboard to all year groups. Including some consultations skills training to

equip students with different strategies on how to approach the topic of climate change with patients and

explain the impact on human health. Introducing a virtual sustainability page on Blackboard with resources

including upcoming events or nationwide/university groups that students can get involved in would be a

very efficient way to reach students. A reading list for students that wish to educate themselves further on

certain topics around planetary and global health.

Interdisciplinary Research in Health and the Environment

Overall there are various opportunities for involvement in interdisciplinary research within the UEA as an

institution. However the Norwich Medical School doesn’t appear to have any clear involvement in the

research being done.

Recommendations: We recommend encouragement for the medical school as an institution to take a

more active role in interdisciplinary research and also to encourage staff and faculty to get involved within

specific projects that interest them.

Community Outreach and Advocacy

The medical school should aim to build direct partnerships in the future with local primary schools; medical

students can teach younger students about the importance of climate change and how it may affect future

generations.

Recommendations: A placement module could be dedicated in each year where community based

initiatives can liaise with medical students to understand how community based organizations can impact

on health and for students to demonstrate awareness of the social, economic and environmental

determinants of health. For instance CHAIN (climate health action in Norfolk). More efforts may need to be

invested into communicating and updating students about planetary health. Introducing “Continuing

professional development” course on planetary health. In the future it is paramount that the Medical

School works directly with under – resourced populations who are disproportionately affected by climate

change problems largely created by wealthy communities and should not solely rely on student-led

initiatives such as SFGH who have worked hard to get directly involved in the local community.

2021-2022 Summary Report

United Kingdom

D+

Sustainability

62PHRC APRIL 2022

Norwich Medical School (Continued)

Expanded score explanations can be found at phreportcard.org.

University of East Anglia has taken initiative to maintain and improve sustainability on campus. This

includes the University divesting from fossil fuels since 2017 and ensuring that new buildings are

sustainable and lower carbon footprints. New initiatives including the new NetZeroUEA carbon

management plan have also been very promising in improving sustainability on campus.

Recommendations: The sustainability goals and initiatives are targeted for the whole institution but more

needs to be done to designate a staff member at the hospital or medical school. Old buildings such as the

medical school has not been developed or remodeled to utilize renewable energy. Currently there are no

sustainability guidelines for medical school events, which should be looked further into to create new

guidelines for the future.

2021-2022 Summary Report

United Kingdom

Support for Student-led Initiatives

The University of East Anglia supports student groups dedicated to planetary health. However, there is a

lack of engagement from the medical school. No grants or financial support is available to societies or

students, moreover, any research opportunities in planetary health have to be sought out by students

themselves, rather than being advocated by the medical school as an area of importance.

Recommendations: Support for student-led initiatives mostly comes from the wider University rather than

the Medical School. We recommend the medical school offers increased support to students and societies

interested in planetary health. For example, the medical school could elect a student sustainability officer

to liaise with the school and societies. Financial support/ grants could be offered to encourage students to

carry out research in sustainable healthcare. The medical school needs to engage with these issues and

demonstrate this to students clearly.

Overall

63PHRC APRIL 2022

Oxford University Medical School

Expanded score explanations can be found at phreportcard.org.

C+

Planetary Health Curriculum

Following from last year's report card the curriculum has increased in score by nearly 20%. This reflects

an incredible amount of work and commitment from staff and students to weave Planetary Health (PH)

and Education for Sustainable Healthcare (ESH) into the curriculum.

Key curricular updates involve the introduction of a new Special Study Theme 'Planetary Health and

Sustainable Healthcare', significant changes to the 'Medical Sociology' course and introducing focused

lectures into the Graduate Entry course modules. A key focus for curricular change next year is the

standard entry pre-clinical course.

Alongside the PHRC, 2 ESH faculty wide workshops have played a key role in increasing this score, with a

third workshop scheduled in March 2022. Finally, given the newly appointed ESH lead at the medical

school it is hoped that ESH will be further woven into the core curriculum, complementing the elective

teaching.

C+

Interdisciplinary Research in Health and the Environment

The wider university engages in a lot of climate and health research however this is still lacking within the

medical school and medical sciences division.

There is hope that the Final Honours Scheme (FHS) projects will offer more ESH focused projects for 3rd

year undergraduate students.

Community Outreach and Advocacy

This is the university and medical school’s weakest area. There is lack of community engagement from the

institution, medical school and hospital trusts, and minimal change has been seen since last year's report

card.

We propose the medical school to engage with community climate focused groups in Oxford, and initiate

discussions with local trusts to make available materials regarding climate change and PH for patients. We

suggest relevant events are communicated to students as a means to encourage engagement and

advocacy.

2021-2022 Summary Report

United Kingdom

Support for Student-Led Initiatives

The medical school currently supports quality improvement projects and the Green Impact Scheme, and

the wider institution has many co-curricular sustainability opportunities.

Students are currently working with the Medical Sciences division to create an area on the website

dedicated to planetary health, however this is still in its initial phase.

B-

Sustainability

In November 2021 the medical school officially declared that climate change is a health emergency.

However, it has yet been made clear what concrete actions will be taken in light of the announcement.

At the institution level a divestment from fossil fuel commitment has been made and they are currently

running a member consultation aiming for biodiversity net gain and net zero carbon by 2035, to improve

on their current target of a 50% reduction by 2030.

We recommend the development of sustainability policy at the medical school level to achieve higher

marks.

Peninsula Medical School at University of

Plymouth

Overall

64PHRC APRIL 2022

Expanded score explanations can be found at phreportcard.org.

B+

Planetary Health Curriculum

Peninsula Medical School covered most curriculum topics in the core or elective curriculum. Many topics

were covered by the Year 1 Clinical Leadership and Extension Week workshop on planetary health (PH).

Recommendations: PH teaching could be incorporated into more taught sessions, allowing more topics

to be covered in depth. Learning objectives with planetary health aims can ensure these needs are met.

B+

Interdisciplinary Research in Health and the Environment

The Sustainable Earth Institute’s research festival and conferences promote PH and sustainability. The

Global Health Collaborative and many medical faculty members work on PH projects such as the

KUPUMUA project.

Recommendations: Opportunities to engage with interdisciplinary research need better publicisation and

easier access. We recommend that the medical school compiles a list of education for sustainable

healthcare and PH research opportunities, accessible on the PH webpage on the digital learning

environment (DLE).

C-

Community Outreach and Advocacy

Peninsula Medical School routinely partners with community organisations. Due to COVID-19, there

havbeen no community courses or events over the past year. There is regular coverage of PH topics in

university communications. The main affiliated hospital trust does not provide postgraduate PH teaching,

and there are no accessible educational materials for patients regarding health impacts of PH topics.

Recommendations: To encourage student partnership with affiliated hospital trusts, to produce patient

education resources, and to incorporate PH topics into postgraduate education. Community-facing PH

courses and events could also be held.

B-

Support for Student-led Initiatives

Peninsula Medical School offers support for student-led PH projects and has hosted co-curricular PH

programs and initiatives. There is a dedicated PH page on the DLE with relevant initiatives and potential

mentors, and a PH student group. There is a student liaison representing sustainability interests within the

medical school.

Recommendations: To offer faculty support for the PH student organisation. The medical school could

also host a variety of co-curricular events including organic agriculture, sustainable food systems,

environmental justice, cultural arts and local volunteer opportunities.

2021-2022 Summary Report

United Kingdom

Sustainability

Within the University of Plymouth, Peninsula Medical School looks to sustainably manage its carbon

footprint, procurement of goods, supply of food/beverage products and environmentally conscious waste

disposal. It is still unclear to what extent these efforts are adopted by the medical school.

Recommendations: There are currently no laboratory incentives or programmes facilitating

environmentally friendly practice or carbon neutrality. Events held by the medical school are not subject to

sustainability requirements. Introducing staff or student roles specific to medical school sustainability

would help to introduce these changes. Existing monitoring systems can be used to maximise the use of

renewable energy in existing campus buildings.

B-

Overall

65PHRC APRIL 2022

Queen's University Belfast

Expanded score explanations can be found at phreportcard.org.

B+

Planetary Health Curriculum

Queen’s University Belfast places a large focus on planetary health and sustainability curriculum

throughout the longitudinal integration of its new C25 curriculum.

Recommendations: We hope that, as planetary health is further integrated into the medical school’s

curriculum, the medical school will continue to evaluate and review this curriculum. We also look forward

to the integration of sustainable development goals into all courses at Queen’s, and to the integration of

the PHRC findings into the other courses in the School of Medicine, Dentistry and Biomedical Sciences at

QUB.

B+

Interdisciplinary Research in Health and the Environment

Queen’s University Belfast has a large number of researchers engaged in planetary health research and

healthcare sustainability research, some through SECA. The university has also hosted many planetary

health events in the past year.

Recommendations: The university should continue to support faculty members throughout the institution

and at the School of Medicine who have a primary research focus in planetary health or healthcare

sustainability, and should continue to maintain and develop the new Sustainability website.

B-

Community Outreach and Advocacy

Queen’s University Belfast partners with community organisations to promote planetary and environmental

health, and has significantly improved in this area from last year’s report.

Recommendations: Although improvement has been made, there is still work to be done in this area. In

particular, further integration between the medical school and community organisations is required.

2021-2022 Summary Report

United Kingdom

Support for Student-Led Initiatives

C+

Sustainability

Queen’s University Belfast has prioritised sustainability through building practices, transportation options,

recycling, food and beverage selections, procurement and lab spaces.

Recommendations: The university is still extremely lacking in terms of its commitment to carbon

reduction and neutrality, renewable energy, and divestment from fossil fuels. We implore the university to

urgently change their stance on this; to include detailed plans to tackle these issues in the new

Sustainability Action Plan; and to greatly improve their transparency and publicly-available information on

these issues.

Queen’s University Belfast provides a great deal of support and opportunities for student-led initiatives.

Recommendations: The university should provide greater publication of such initiatives, and encourage

projects which emphasise planetary health issues. We strongly encourage the establishment of an annual

Planetary Health or Sustainability conference or event in the university, and we hope that this will become

more of a priority following the recent establishment of SECA.

A-

Overall

66PHRC APRIL 2022

St. George's, University of London

Expanded score explanations can be found at phreportcard.org.

C-

Planetary Health Curriculum

St George’s, University of London (SGUL) has good coverage of planetary health topics in the curriculum,

but these are mainly discussed in a few lectures clustered towards the end of the course.

Recommendations: A greater focus on integrating planetary health themes longitudinally throughout the

curriculum, particularly on increasing coverage in earlier years. Where relevant, every lecture could have

at least a slide on the environmental considerations of the area being taught.

Interdisciplinary Research in Health and the Environment

SGUL has faculty members with a primary or secondary focus on planetary health, with research focused

primarily on outdoor air and noise pollution in London, Europe and Sub-Saharan Africa.

Recommendations: SGUL could join an international planetary health organisation such as the Planetary

Health Alliance and/or the Global Consortium on Climate and Health Education. The ‘Environment and

Sustainability’ webpage could be turned into a central hub for highlighting planetary health research at

SGUL.

D-

Community Outreach and Advocacy

University updates on environmental issues are covered in staff and student communications, although

they are not regular. St George’s Hospital Trust provides some post-graduate professional education

related to sustainable healthcare.

Recommendations: To introduce a dedicated section of the student/staff newsletter to planetary health

issues. SGUL to run a public event to engage the community in local issues around sustainability and

planetary health. The university or hospital trust to develop accessible educational materials about

planetary health issues for patients.

Support for Student-led Initiatives

SGUL has many active student groups; Ethical & Environmental Union Officers and societies such as

EcoSoc and Vegan Society. There is a staff/student environmental working group who meet every month.

There are few student-led sustainability initiatives offered to students directly by SGUL, and they are not

funded.

Recommendations: SGUL could introduce the option of carrying out a sustainability QI project as part of

the curriculum, or offer funding for extracurricular student-led planetary health projects.

2021-2022 Summary Report

United Kingdom

D+

Sustainability

SGUL has made efforts to make the campus sustainable, with 2/3rds of buildings supplied with

renewable energy and with a joint sustainable procurement strategy with Kingston University. The

hospital bicycle user group has been effective at incentivising environmentally friendly transportation

methods.

Recommendations: Despite a pledge to reduce CO2 emissions, we would like the university to fully

divest from fossil fuels. SGUL should focus on having 100% of buildings supplied by renewable energy

and to introduce sustainable guidelines for food and beverage suppliers on site.

C-

Overall

67PHRC APRIL 2022

Swansea University

Expanded score explanations can be found at phreportcard.org.

B-

Planetary Health Curriculum

Within the curriculum there are lots of changes on-going due to the curriculum review. This has involved

many new additions within planetary health.

The addition of the Future Medics fortnight has allowed the medical school to deliver more teaching in

planetary health within the past year, as well as provide lectures on topics that they have struggled to fit

into the condensed 4 year course.

F+

Interdisciplinary Research in Health and the Environment

Unfortunately research has not improved based on last year.

There is no dedicated department or group focused solely on planetary health. However, if students want

to get involved there are opportunities within their own time or within set blocks called Learning

Opportunities within the Research Setting (LORS).

Community Outreach and Advocacy

This is another area that has not been improved upon when compared to last year.

There is very little outreach or advocacy within the institution. This could be due to lack of interest.

There is the opportunity to increase this even if it is just regularly publicising a newsletter highlighting

how students and faculty could get involved.

D+

Support for Student-led Initiatives

The medical school encourages societies and student-led initiatives that focus on sustainable healthcare,

however there needs to be more financial and faculty support to enhance student interest.

This however, has improved from last year with faculty members being employed in planetary health and

more faculty involvement in societies.

2021-2022 Summary Report

United Kingdom

Sustainability

Overall campus sustainability is excellent both within the school of medicine and as a whole. The

university is very keen on making this even better with new guidance coming out regularly. The university

is entirely divested from fossil fuels and tries hard to create their own renewable energy where possible.

The hospitals in the area are also working to become more sustainable with a solar plant being

constructed on site of Morriston hospital.

Overall

68PHRC APRIL 2022

University College London

Expanded score explanations can be found at phreportcard.org.

B+

Planetary Health Curriculum

Whilst the majority of planetary health teaching is given in standalone lectures, UCLMS is currently striving

to integrate and embed more teaching longitudinally. There is currently an overarching Intended Learning

Outcome for every year of MBBS stating “Appreciate the impact of climate change and sustainability in

healthcare”. The Citizenship Toolkit module in Year 1 provides core teaching on sustainability. This, in

addition to the elective course ‘Sustainability & Climate Change in Healthcare’, covers the majority of the

issues on the PHRC. However, in future, topics could be explored in more depth in relevant existing lectures

to ensure the issues are integrated throughout the curriculum.

Interdisciplinary Research in Health and the Environment

UCL has continued to support and fund planetary health and sustainability research, as evidenced by its

Grand Challenge of Global Health, the high number of UCL researchers carrying out this type of research,

and the many conferences it holds that raise awareness on the issues of planetary health and

sustainability. There are still areas where little improvement was made since the publication of last year’s

report card. Namely, the Faculty of Medical Sciences (FMS) could provide space for a primary research

focus in planetary health and encourage the inclusion of communities disproportionately impacted by

climate change and environmental injustice in the research agenda.

Community Outreach and Advocacy

Since last year, the FMS has been working on improving community outreach and advocacy of planetary

health, although there is already a high level of involvement at the institutional level. The school has been

involved in the organisation of various talks and conferences and has partnered with the Royal Free

London NHS Foundation Trust, where medical students are invited to form part of the sustainability working

groups at the hospital. Points were lost for the lack of regular communication about planetary health to

students and the wider community. In future, more work is required to partner with community organisations

and work is currently focused on creating educational material on the impacts of climate change on health

to patients at the affiliated hospitals and GP practices.

A-

Support for Student-led Initiatives

UCL supports and encourages student-led initiatives through funding, offering and/or advertising

opportunities related to sustainability and planetary health. However, the FMS could further facilitate student

engagement and foster interest by offering paid research opportunities specifically for planetary

health/sustainable healthcare projects. The new Sustainability at UCLMS website now facilitates the

publication of planetary health/sustainable healthcare activities and mentors within the medical school,

making it accessible to students.

2021-2022 Summary Report

United Kingdom

B+

Sustainability

UCL is fully committed to a sustainable campus and is continually looking for areas of improvement. By

2024, UCL has ambitious goals of achieving net zero carbon buildings, a campus free of single-use plastic,

and additional biodiverse space the size of 1.5 football pitches. When considering future areas to work on,

we thought that whilst good guidance exists to improve sustainability in many areas, compulsory criteria in

some cases could have a greater effect.

A+

Overall

69PHRC APRIL 2022

University of Aberdeen

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

C-

Interdisciplinary Research in Health and the Environment

C-

Community Outreach and Advocacy

2021-2022 Summary Report

United Kingdom

Support for Student-Led Initiatives

Sustainability

Planetary Health topics are covered in the core curriculum at Aberdeen but they are a brief overview

rather than in-depth analysis. A more in-depth analysis of topics is available through student chosen SSC

projects.

The curriculum is in the process of being enhanced with the themes of planetary health and sustainable

medicine and work is being undertaken to improve teaching and learning on this topic.

Aberdeen lacks a specific institute for interdisciplinary PH research but has appointed an Interim Director

for the Health, Nutrition & Wellbeing theme for interdisciplinary research. It is hoped this will enable

further work in this theme. A group of interested clinicians with a primary research interest in planetary

health are enhancing the teaching opportunities available to students interested in planetary health and

sustainability medicine and facilitating projects and departmental education.

The university itself does have a sustainability steering group- a relationship between this group and

potential research opportunities could be expanded to include the medical school.

The medical school has a Students for Global Health society and MedAid society. We also have recently

established a sustainable medicine society. Before the pandemic began the medical school contributed

to both Café med and Café Sci events which were designed with a patient and community audience.

Hopefully as lockdown restrictions continue to ease we can start these again.

Occasionally communications from AUSA and school newsletters do detail sustainable healthcare topics.

Overall, the medical school is supportive of student-led PH initiatives, offering their time, funding, and

enthusiasm for student work.

The administration could further support student-led initiatives by facilitating connections between

research mentors and students and creating grant opportunities for students to undertake PH work as

summer placements or elective projects.

Aberdeen University has a committed steering group dedicated to campus sustainability and they are

working towards 2040 net zero emissions.

The medical school itself is powered by a low carbon network and supported by back up from the

national grid.

The medical school (Suttie Centre) was built to achieve BREEAM excellence and won an award in the

bespoke category.

Overall

70PHRC APRIL 2022

University of Birmingham Medical School

Expanded score explanations can be found at phreportcard.org.

D-

Planetary Health Curriculum

The Medical School has given an opportunity to study planetary health in the student selected

component however the core curriculum is currently greatly lacking in planetary health content.

Further efforts need to be made to include planetary health in the learning objectives, lectures, and small

group teaching sessions. One way planetary health could be easily integrated is in the Medicine in

Society modules in years one and two. In addition, we feel that almost every lecture could easily include

one line about the environment and how it impacts a certain health condition.

It has been noted that the curriculum at Birmingham is currently being redesigned and planetary health is

being made a topic that will be covered in the future.

B-

Interdisciplinary Research in Health and the Environment

The University of Birmingham along with the Medical School have great ties with the Institute of Applied

Health Research and this is reflected in this score for the section.

To further improve students' development, advertisement of research positions, particularly to pre-clinical

years would be useful, particularly if students and the wider community could have more influence in the

direction of research projects.

Community Outreach and Advocacy

There have been many recent improvements in community outreach with the opening of the Green Heart

and the associated environmental health events.

The Medical School lacks partnership with organisations promoting planetary health directly, perhaps if a

position was made available on CAWC as student sustainability chair, the Medical School would be able

to have a more positive community impact, especially as there is enough student demand.

The low score reflects the need for increased communication from the Medical School to both students

and wider communities with the aim of education on such topics.

Support for Student-led Initiatives

Overall, the administration is supportive of student-led initiatives and there are many opportunities to

secure funding for these initiatives, the faculty are very willing to donate their time and knowledge in aid of

such initiatives, however currently there is not much direct involvement of faculty members.

There are intentions to start a “Student Sustainability Champion” Scheme to increase student and staff

combined involvement in incorporating planetary health in the curricula across colleges.

2021-2022 Summary Report

United Kingdom

C-

Sustainability

The University and the Medical School have made big steps to ensure a more sustainable campus, with

notable accomplishments including achieving a 20% reduction in carbon footprint 5 years before the

original goal.

The main goal realised by this section is the need for fossil fuel divestment in addition to a set time goal

and plan for moving towards carbon neutrality on campus.

Overall

71PHRC APRIL 2022

University of Bristol

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

After the administration of the new sustainability lead, who has introduced more lectures and sessions on

climate change, there has been more planetary health in the curriculum.

Recommendations: Teaching could be extended to cover how climate change disproportionately affects

communities like homeless people and about healthcare generated waste. Furthermore, there currently

isn’t teaching about how to have conversations with patients about climate change, taking an

environmental history and how it can affect their health, this could be integrated e.g., into a respiratory

teaching and explaining to a patient how pollution can affect asthma. Information about how social

prescribing is better for the environment could easily be integrated into current teaching.

Interdisciplinary Research in Health and the Environment

The Cabot Institute and the Elizabeth Blackwell Institute for research are the main drivers of Planetary

Health research within the University.

Recommendations: The University of Bristol could start a conference to do with planetary health and

encourage the advent of faculty members whose primary focus is planetary health research.

F+

Community Outreach and Advocacy

University of Bristol has some opportunities for sustainability volunteering for students and some courses

for the community, but the medical school wasn’t directly involved.

Recommendations: Provide regular updates about sustainability to the medical school via the

Sustainability Champion. Develop an SCC for students to complete leaflets about planetary health for

patients.

2021-2022 Summary Report

United Kingdom

Support for Student-Led Initiatives

C+

Sustainability

The university has good sustainability to do with campus food including meat Free Mondays and

discouraging disposable cups by adding an extra charge. The University became divested from fossil

fuels in 2020.

Recommendations: Publish actionable plans to become carbon neutral and increase renewable energy

usage.

The Green Apple Fund and the Inspire Research Funding provide opportunities for students to conduct

planetary health research and conduct improvements. Student Societies e.g., Students for Global Health

run events to do with planetary health.

Recommendations: Develop sustainable research opportunities for students and include these on an

easily accessible web page.

B-

Overall

72PHRC APRIL 2022

University of Buckingham

Expanded score explanations can be found at phreportcard.org.

D+

Planetary Health Curriculum

The University of Buckingham Medical School (UBMS) has yet to include Planetary Health (PH) as a

standalone entity within the curriculum, however it is incorporated within various modules such as

respiratory, infectious disease and gastrointestinal system. In addition, PH has been incorporated in the

Global Health student selected component (SSC), as well as in the extreme medicine SSC.

Interdisciplinary Research in Health and the Environment

UBMS has scored poorly in the interdisciplinary research category as there are many areas that need

improving, however the University’s small size impacts its ability for this research. However, there are

current efforts to establish a public information forum to inform students, as well as faculty staff members

regarding PH and climate change. In addition, UBMS is a member of the Global Consortium on Climate

Health Education.

D-

Community Outreach and Advocacy

UBMS sometimes includes sustainable healthcare topics within newsletter and social media posts,

increasing the prevalence in their online presence. There are accessible resources for some of the

affiliated hospitals and GP practices for patients, as well as students to access.

Support for Student-led Initiatives

Students at UBMS are encouraged and supported when taking part in projects such as QI projects and

audits. UBMS informs all students about research opportunities and students are encouraged to take on

research in planetary health. PH was incorporated in co-curricular Global health and extreme medicine

SSC modules.

2021-2022 Summary Report

United Kingdom

Sustainability

New buildings on campus are sustainably built however older buildings have not been retrofitted. UBMS

has a committee that incorporates sustainability into their function. In addition there are departmental

recycling initiatives. An entire module spanning 18 months in the early years of the course, known as

Narrative medicine, has been changed from face to face to online/over the phone consultations, in part to

be more environmentally friendly. Although UBMS has a few initiatives and has made environmentally

friendly decisions in some aspects, overall it scored poorly in the benchmarking in regard to campus

sustainability.

F+

Overall

73PHRC APRIL 2022

University of Cambridge

Expanded score explanations can be found at phreportcard.org.

C+

Planetary Health Curriculum

The University of Cambridge does include planetary health content in the curriculum, but it severely lacks

integration across the course and multiple important topics lack substantive engagement (such as

cardiovascular health impacts, infectious disease spread changes, the impact of climate change on

nutrition).

Recommendations:

Planetary health could be integrated across the whole curriculum beyond the Improving Health

lectures.

The School of Clinical Medicine could employ a member of faculty to specifically oversee and take

responsibility for the incorporation of planetary health and sustainable healthcare throughout the

course.

There is a lack of teaching about introducing conversations about planetary health into conversations

with patients. This could be introduced in clinical skills, or early in GP. There could be more student-

selected projects relevant to planetary health.

D-

Interdisciplinary Research in Health and the Environment

This year the School of Clinical Medicine joined the Global Consortium on Climate and Health Education.

Recommendations: The School of Clinical Medicine could set up a resource for students to contact

academics to source projects on planetary health, work more closely with the Global Consortium on

events and contributions, and organise a conference directly related to Planetary Health.

Community Outreach and Advocacy

Some student societies such as Cambridge University Science and Policy Exchange (CUSPE) do exist

which allow for community outreach and advocacy work in partnership with the local government.

Recommendations: The School of Clinical Medicine could consider partnering with local organisations

to run outreach programs on environmental health harms. Opportunities for students to get involved in

such work could also be made.

2021-2022 Summary Report

United Kingdom

C-

Support for Student-Led Initiatives

The Living Lab, part of the wider University, has opportunities for student-led projects. However, the

School of Clinical Medicine has a student representative on its Climate Change and Sustainability

Working Group.

Recommendations: The medical school could introduce and advertise student-selected projects on

sustainability/quality improvement and liaise with the relevant research groups from across the University

to ensure the projects can happen.

C-

B-

Sustainability

The School of Clinical Medicine makes efforts to retrofit buildings and all new buildings are in line with

sustainable building codes. Green lab initiatives are also taken up by many of the research institutes

under the School of Clinical Medicine.

Recommendations: Compost bins should be made widely available for staff and students to use. Event

guidelines on sustainability should be enforced if possible.

Overall

74PHRC APRIL 2022

University of Exeter

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

The medical school has actively engaged in the need for improved planetary health content. The inclusion

of a study unit in the second year titled ‘Global Planetary Health’ in the core curriculum ensures Exeter

medical students have a strong grounding in the significance of planetary health.

The establishment of the Planetary Health Thematic Forum which includes senior management is working

hard to guide the medical school to continue making improvements. It also encompasses other degree

programmes in the College of Medicine and Health (Nursing, Medical Sciences, Medical Imaging).

There is still room for improvement in terms of the longitudinal inclusion of planetary health and

sustainability. The inclusion of clear learning objectives in relevant lectures such as respiratory medicine

or diet and nutrition could provide formal opportunities to educate students on the complexity of climate

change and human health.

Interdisciplinary Research in Health and the Environment

The European Centre for Environment and Human Health (ECEHH) is part of the University of Exeter

Medical School (UEMS). There are multiple members of faculty carrying out interdisciplinary PH research,

details of which are outlined on their website.

ECEHH has excellent public engagement, its’ ‘HEPE’ group has a significant role in shaping research and

has been utilised by other institutions, including the London School of Hygiene and Tropical Medicine.

C+

Community Outreach and Advocacy

The Public Engagement in Medical Education (PIME) group at Exeter is well established, and now has two

members with interests in sustainability and planetary health.

There are limited patient and community-facing educational resources but this provides an opportunity for

a student-led quality improvement project.

2021-2022 Summary Report

United Kingdom

Support for Student-Led Initiatives

The University of Exeter has multiple resources online if students wish to get involved in PH initiatives

There is no direct financial support for student-led PH initiatives.Two societies exist at the University that

run events for medical students touching on topics such as planetary health and environmental factors.

Year 3 students are required to undertake an ‘Improving Healthcare’ project including a business proposal.

This provides an opportunity to encourage students to consider the sustainability of quality improvement

projects.

A-

Sustainability

The University of Exeter has declared a Climate Emergency and has published a working paper outlining

their roadmap to completely net-zero by 2050.

There is an established Sustainability Office, but no paid member specifically for the medical school.

Overall

75PHRC APRIL 2022

University of Glasgow

Expanded score explanations can be found at phreportcard.org.

C-

Planetary Health Curriculum

Education on planetary health is largely reliant on electives.

Students have nonetheless benefitted from two additional lectures on planetary health this year in the core

curriculum and there are plans to appoint a “Global and Planetary Health” Vertical Theme lead.

Recommendations: Include the health effects of climate change in relevant lectures throughout the

curriculum and strategies to make the NHS more sustainable, with using local examples relevant to

Glasgow.

For clinical years, reiterate the importance of sustainable healthcare, and introduce teaching on how to

have conversations with patients about the health effects of climate change.

Interdisciplinary Research in Health and the Environment

The Centre for Sustainable Solutions (CSS) continues to provide a hub for climate innovation, with an

interdisciplinary research group and many conferences, events and courses around sustainability.

Recommendations: The medical school should further engage with the Centre, developing more

research projects around planetary health, as well as hosting events, accessible to the public, on the topic.

D+

Community Outreach and Advocacy

Medical School community outreach programmes are not focussed on planetary health. The CSS,

however, partners with various communities to co-produce sustainable solutions, with health co-benefits.

Recommendations: The Medical School could more actively participate in projects already in place at the

University (GALLANT, “Sustainable Glasgow”,“Climate Ready Clyde”) and build connections with other

environmental justice groups in Glasgow (eg Docs not Cops, Medact).

They could also encourage affiliated medical centres and hospitals to educate patients around the health

effects of climate change and environmental toxins, by providing resources and pamphlets, for example.

Support for Student-led Initiatives

This year has seen more student-led, sustainability-focussed events than ever. Many of these are

intersectional and interdisciplinary, with planetary health not being the main focus but nonetheless

included. While the university is largely supportive of these initiatives, efforts are predominately “bottom-

up”

Recommendations: Funding for planetary health initiatives and QI projects would be greatly welcomed.

More attainably, the medical school could develop a webpage centralising information around PH.

2021-2022 Summary Report

United Kingdom

Sustainability

B-

Given that most decisions are run centrally by the University, the medical school has little control over

campus sustainability measures. Nonetheless, given the considerable impacts of climate change on

health, the medical school should advocate for increased sustainability measures (divestment from fossil

fuels).

Recommendations: The medical school should engage with the CSS S-Lab initiative. They should also

create a set of sustainability guidelines for their events and better promote active travel.

Overall

76PHRC APRIL 2022

University of Leeds

Expanded score explanations can be found at phreportcard.org.

C+

Planetary Health Curriculum

The University of Leeds has made some provision to include planetary health (PH) teachings introduced

in 2021/2022 curriculum. The core principles of PH teachings are taught however, still lacks teachings on

intersectionalities of climate change, how doctors can communicate PH to patients etc. possibly due to

the lack of time available in this short module. This new module also currently has minimal outreach

amongst clinical years.

Recommendations: There are currently plans for students to get involved in becoming PH advocates

for each core body system within the faculty. Having a particular sustainable healthcare lead who’s able

to map the curriculum and help clinicians include planetary health in the general curriculum would be

helpful. Supporting student initiatives and ensuring that every student is Carbon Literacy trained can help

expose PH to those who did not undertake the module.

D-

Interdisciplinary Research in Health and the Environment

The wider University has a strong research commitment where they encourage students to highlight their

sustainable research/projects e.g. annual sustainability research conference e.g. Leeds Healthcare

Students for Climate Action (HeSCA) initiative was awarded highly commendable for delivering first

Carbon Literacy Training for Healthcare students 2021.

Recommendations: Leeds Medical School could organise a conference directly related to Planetary

Health or support student-led initiatives through funding, expertise etc. They could also join the Planetary

Health Alliance and the Global Consortium on Climate and Health Education, to be more informed around

the topic and also add PH section into newsletters to help staff and students engage more into this. There

could also be more PH research projects promoted for students.

Community Outreach and Advocacy

The medical school, in general, are invested in community outreach e.g. working with patient care

community to improve patient safety however lacks initiatives focussed on PH. HeSCA have organised

several community outreach events such as tree planting and litter picking but lacked engagement from

central staff to help promote and engage in these projects.

Recommendations: Work with student-led initiatives to help promote their events amongst both students

and staff to increase reach and accessibility. The central university’s sustainability team to liaise with the

medical school to promote sustainable activities.

C-

Support for Student-led Initiatives

There is a society, Leeds HeSCA dedicated to advocating for planetary health in all healthcare

departments in Leeds. The staff at the medical school has been fairly receptive to our ideas but most of

the support we’ve received is based off of University-wide initiatives (funding from the LUU etc.).

Recommendations: Support for student-led initiatives mostly comes from the wider University rather

than the Medical School. It would be helpful to have a dedicated to implementing PH staff, who can work

with HeSCA to help support their initiatives.

2021-2022 Summary Report

United Kingdom

77PHRC APRIL 2022

University of Leeds (Continued)

Expanded score explanations can be found at phreportcard.org.

2021-2022 Summary Report

United Kingdom

C+

Sustainability

Leeds Medical School has made good progress in improving sustainability on campus through hiring a

‘Sustainability Architect’ for the faculty and many infrastructures have been made more sustainable in line

with the central universities sustainability goals. However, some aspects of the medical school e.g. travel

to placements are not included in the universities sustainability plan.

Recommendations: The medical school and university have not declared a climate emergency and there

are no clear goals and plans set in place in terms of sustainability in the medical school.

Overall

78PHRC APRIL 2022

University of Leicester

Expanded score explanations can be found at phreportcard.org.

D-

Planetary Health Curriculum

The University of Leicester briefly mentions planetary health (PH) in the curriculum, but lacks longitudinal

integration. In the first and second years, PH is discussed during population sciences, respiratory and

reproduction lectures, and history taking workshops.

Recommendations: Specific teaching on the impacts of climate change on health and the impacts of

healthcare on the climate should be added. Teaching on the impacts of extreme weather events on health

should be covered. Teaching during practical history-taking sessions should cover taking a focussed

pollutant exposure history and cover the environmental impact of metered dose inhalers. The relationship

between mental health and the neuropsychological effects of environmental degradation should be

addressed. The Health Enhancement Programme should include the environmental/health benefits of a

plant based diet.

Interdisciplinary Research in Health and the Environment

There is a dedicated Centre of Environmental Health and Sustainability for interdisciplinary research but

research is not directly aimed at medical students nor is it conducted by medical faculty.

Recommendations: The Leicester Medical School could organise a conference directly related to

Sustainable healthcare which could be hosted by members of the medical faculty interested in planetary

health. They could also join the Planetary Health Alliance and the Global Consortium on Climate and

Health Education and foster more partnerships with the Centre of Environmental Health and Sustainability.

Community Outreach and Advocacy

Other than University initiatives, there is little PH community outreach by the medical school.

Recommendations: More community PH projects and research. A medical school website page featuring

sustainable healthcare communications. Post-graduate courses on PH and/or sustainable healthcare.

Support for Student-led Initiatives

The University of Leicester and the Medical School support student planetary health groups.More

opportunities, such as research projects and medical school sponsored grants could be offered.

Sustainable Medicine, a medical society, receives Student Union funding but there other institutional PH

societies like ‘Plan - it change’ and ‘Students for Global Health.’

Recommendations: The medical school could create opportunities for students to participate in co-

curricular planetary health programs through SSCs, volunteering programs and seminars run by faculty.

2021-2022 Summary Report

United Kingdom

C-

B-

Sustainability

The University of Leicester Medical school has made good progress in becoming a sustainable campus

including fossil fuel divestment, using fully renewable energy on site, and setting carbon neutrality goals.

The Medical School building is also the largest PassiveHaus, built to minimise the school’s carbon

footprint.

Recommendations: Educate students and staff on ways to maximise usage of PassiveHaus building in

order to maximise efficiency. Compost bins and sustainable event guidelines should be implemented.

Overall

79PHRC APRIL 2022

University of Liverpool

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

The medical school curriculum briefly touches upon the links between planetary health and individual

health, however most topics lack appropriate knowledge and depth. In year 3 lectures highlight the waste

generated by the NHS and ways to tackle the environmental burden, and longitudinal education in CCP

(communications) for eliciting thorough social and environmental histories exist. Introducing conversations

of climate change and health would make a worthy addition to CCP training (perhaps in later years). The

significance of topics is diminished however when PH/ESH are signposted with an image or often skip

lecture slides however. There are also few opportunities for students to undertake elective learning in this

area, however as discussed a base of researchers is being collated.

There is a joint hope that after connecting meaningullfy with the interdisciplinary Climate Futures theme,

alongside getting Global Health and Medical Education experts involved in the creation of the course, the

Education for Sustainable Healthcare (ESH) as well as improvements in planetary health education in the

core curriculum will be present in the following academic years.

Interdisciplinary Research in Health and the Environment

The school has been making efforts this year to increase the coverage of PH and Sustainability in

research and create a strong foundation of PH research, and has been approached by The LUHFT

Clinical Sustainability Group, building a base of researchers interested in PH and Sustainability.

Furthermore, the wider institution has been developing a Climate Futures theme to centralise all

researchers in this area across the university, thus creating an interdisciplinary network. However, this is

rather disjointed from the medical school at present and the students are somewhat disconnected from the

researchers alongside experts in GH and PH. Additionally, methods to encourage marginalised

populations to be involved are still in the ideation stage of development. The medical school is also not

currently part of wider organisations such as the PHA or GCCHE.

Community Outreach and Advocacy

Many affiliated hospitals have readily accessible patient information on environmental exposures and

infectious diseases, although few provide information on the much broader topic of climate change and its

effects. Regarding the school itself, whilst global health and sustainability updates are sometimes included

on email communications, these are not regular and often dependent on student society events rather

than information from the school or institution. We recommend increased communications either weekly or

monthly, perhaps with a dedicated PH/sustainability section to include relative society events, external

links and resources, and relevant news to engage and encourage students and staff. The school should

also think about forming links and partnerships with relevant organisations to offer events, and to increase

the number of specific CPD courses and elective courses.

2021-2022 Summary Report

United Kingdom

Sustainability

80PHRC APRIL 2022

University of Liverpool (Continued)

Expanded score explanations can be found at phreportcard.org.

Overall, general campus sustainability is promising. There are currently many strategies to further develop

the sustainability of the medical school and begin to make conscious decisions as an institution regarding

sustainability. Strengths of both the school and institution are that staff and working groups are dedicated

to make plans for sustainability in the university and achieve net zero, sustainable building plans and

divestment from fossil fuels. Weaknesses are due to current ideas not being implemented yet, e.g.

buildings are not retrofitted with sustainable materials but plans do exist for this. Sustainable travel and the

recycling/ composting programmes are not promoted enough. Food and beverage, procurement, events

and lab spaces have no requirement to be sustainable.

2021-2022 Summary Report

United Kingdom

C+

C-

Support for Student-led Initiatives

The support provided for Student-Led initiatives is encouraging, with efforts being made to increase the

number of projects available for students to undertake research. A student staff relationship has been

established with the working group being created this year, meeting every 6-8 weeks, to encourage and

support student participation with sustainable issues. The lack of funding for student-led initiatives is the

main weakness for this section, however there are plans for funding/prizes to be introduced for the coming

academic year.

Overall

81PHRC APRIL 2022

University of Sheffield

Expanded score explanations can be found at phreportcard.org.

C+

Planetary Health Curriculum

University of Sheffield does include planetary health in the curriculum, but it lacks integration

longitudinally. In first and second year, various aspects of planetary health are discussed in lectures,

seminars and ILAs.

Recommendations: There is a lack of teaching about introducing conversations about planetary health

into conversations with patients. This could be introduced in clinical skills, or early years GP.

B-

Interdisciplinary Research in Health and the Environment

The University of Sheffield has dedicated departments for interdisciplinary research, ScHARR and the

Institute for Sustainable Food. The institution hosted a series of webinars on topics related to planetary

health and sustainability in 2021. However the series is not directly aimed at medical students.

Recommendations: The Medical School could organise a conference directly related to Planetary Health

(PH), join a PH organisation like the Planetary Health Alliance or the Global Consortium on Climate and

Health Education, or set up a website for planetary health news.

Community Outreach and Advocacy

University of Sheffield Medical School has little community outreach relating to planetary health. In the

Phase 3a SSC there is an opportunity to partner with ‘Greener Practice’, but no similar option in the 2b

Social Accountability SSC. Sheffield Teaching Hospitals do have some accessible educational materials

for patients.

Recommendations: The Medical School could look to engage in professional education activities for post

graduation individuals, to ensure their knowledge and skills in PH and sustainable healthcare remain up to

date.

B-

Support for Student-led Initiatives

The University of Sheffield and the Medical School support student groups dedicated to planetary health.

There are two medical societies (Student for Global Health & Healthy Planet Sheffield) dedicated to this

topic who receive funding from the Student Union and work closely with faculty members. In addition the

University offers opportunities for students to participate in co-curricular planetary health programs either

through the Sustainability Skills & Education series of webinars or via volunteering programs in Sheffield.

Recommendations: Support for student-led initiatives is mostly from the wider University before the

Medical School. To increase the support offered to students interested in sustainable initiatives, we

recommend creating a website advertising mentors or opportunities related to PH or ESH, and prioritising

grants for related research.

2021-2022 Summary Report

United Kingdom

C+

Sustainability

The Medical school has made good progress towards a more sustainable campus with the wider

University by: divesting from fossil fuels, using fully renewable energy on site, and setting achievable

carbon neutrality goals.

Recommendations: There is still much to improve with the campus sustainability. Goals and plans are

already in place at the Medical School, especially in transportation and building, but we also recommend

focusing on making lab spaces more sustainable and improve/introduce sustainable guidelines for events

and procurement.

C+

Overall

82PHRC APRIL 2022

Albert Einstein College of Medicine

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

While Einstein includes planetary health (PH) topics in its curriculum, they are mainly covered in a

standalone overview lecture in the Health Systems and Health Equity course with little integration in

systems courses, though environmental contributions to respiratory health are discussed in the

pulmonary course.

Recommendations: Students can be taught to discuss the health effects of climate change with patients

and take an environmental history, best suited to the Communication Skills Module of the Introduction to

Clinical Medicine course. Topics covered in the Health Systems and Health Equity course should be

expanded to provide more in-depth coverage. Greater integration into the system courses is also

essential.

D-

Interdisciplinary Research in Health and the Environment

There are some researchers primarily engaged in PH research. However, no department for

interdisciplinary research exists and there is no institutional website consolidating information about

health and the environment.

Recommendations: 1) Development of an institutional website including information about resources

and research relating to PH. 2) Einstein could hold a conference related to PH. 3) Consider joining a

national or international PH organization. 4) Consider implementing a process in which community

members impacted by environmental injustice can provide input regarding the environmental research

agenda.

Community Outreach and Advocacy

Einstein’s affiliated hospitals have educational materials about environmental health exposures. A

student group on campus partners with a community organization to promote environmental health.

Recommendations: More community partnerships in PH should be established. Einstein or affiliated

hospitals should also develop educational materials about the health effects of climate change. Einstein

should consider offering PH events for the community or PH courses for post-graduate providers, as

well as regularly communicate with students about efforts and updates regarding PH and sustainable

healthcare.

Support for Student-led Initiatives

Einstein Sustainability Club is dedicated to PH and sustainability in healthcare and has faculty support.

There are a variety of other PH programs, such as gardens, community supported agriculture, speaker

series for students, and wilderness programs for students. There is also a fellowship opportunity related

to PH research.

Recommendations: Information regarding research, projects, and mentors relating to PH or

sustainable healthcare should be added to the Office of Energy and Sustainability website or a new

website created.

2021-2022 Summary Report

United States

D+

Sustainability

Einstein offers and promotes lower-carbon transportation options and has robust recycling programs.

Recommendations: We recommend that Einstein divest from fossil fuels and state a CO2 emission

target, specifically a carbon neutrality goal by 2040. Moreover, sustainability guidelines should be

established for events, food purchases, and laboratory spaces. Recycling should be expanded and

composting introduced.

Overall

83PHRC APRIL 2022

Boston University

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

The Boston University School of Medicine (BUSM) Planetary Health Curriculum contains sessions on

impacts of environmental health on patients in the setting of asthma and other cardiopulmonary

illnesses. The School of Public Health, which is located on the BU Medical Campus, has a robust

offering of environmental health and sustainability courses.

Recommendation: In addition to further integration and the addressing of areas not yet covered such

as the disproportionate impact on marginalized communities and the psychological effects of climate

change, it is hoped that the medical school can better collaborate with the school of public health to

offer relevant electives.

B+

Interdisciplinary Research in Health and the Environment

Boston University School of Public Health, who works in tandem with BUSM, makes a significant effort

to promote interdisciplinary research for planetary health. They have a dedicated program for population

health research focusing on climate and health and frequent symposia regarding topics in planetary

health.

Recommendation: Specific areas of improvement include the process of community input into the

research agenda and communication with the larger university’s Office of Sustainability to centralize

resources related to health and environment in a medical-school specific context. Additionally, the

medical school should consider joining the Planetary Health Alliance and/or the Global Consortium on

Climate and Health Education.

D+

Community Outreach and Advocacy

Boston University has some connection with sustainability organizations in the community.

Recommendations: BUSM can leverage their community based environmental partnerships to support

student engagement. Because of its vast community network and partnering healthcare locations, it is

thought that bringing in local groups working on planetary health initiatives would be well received by

students and promote improved knowledge of said initiatives.

Support for Student-led Initiatives

The medical school is supportive of student-led initiatives and are enthusiastic and engaged in helping

develop improved content around planetary health. Student groups seeking funding for their activities or

research have appropriate avenues to do so. The creation of a Medical Campus Sustainability Intern

role has further strengthened partnerships between the medical campus and the BU Office of

Sustainability this year.

2021-2022 Summary Report

United States

C+

Sustainability

Sustainability is a main area of focus for Boston University, which has a robust Climate Action Plan

with goals to be carbon neutral for our operations by 2040. There is a strong sustainability team within

the University who work to coordinate different aspects of sustainability. Major successes of the past

year have included a commitment to divest from fossil fuels and new procurement guidelines that focus

on sustainable purchasing.

Recommendations: BU can continue to create, implement and enforce guidelines for sustainability for

our student groups and food vendors on campus to reduce associated catering and event waste.

B+

Overall

84PHRC APRIL 2022

Brown University

Expanded score explanations can be found at phreportcard.org.

C+

Planetary Health Curriculum

While the core curriculum at Brown includes a range of planetary health content, these topics are usually

briefly mentioned. The curriculum also has no clearly defined longitudinal objectives regarding planetary

health.

Recommendations: Brown has made progress in its curriculum and should aim to longitudinally integrate

the health and environmental impacts of climate change in its curriculum as well as challenge students to

think critically and act on issues of planetary health and injustice. The importance of the subject should be

emphasized and connected to not just social medicine but also to scientific and clinical based knowledge.

C-

Interdisciplinary Research in Health and the Environment

Alpert Medical School (AMS) has several faculty focused on planetary health research. The Ruth Sauber

Medical Education Fund for Planetary Health allows for students to pursue research in this field. The

medical school does not have a department supporting environmental research or mechanisms for

community input.

Recommendations: AMS can better support planetary health research by increasing collaboration with

the Institute at Brown for Environment & Society, the School of Public Health, and the Office of

Sustainability.

Community Outreach and Advocacy

AMS has made no significant progress in planetary health community outreach and advocacy this year,

despite opportunities for meaningful change and advocacy at the state and local level. Previous lecture

series have not been continued despite ongoing relevance. This is an area in which AMS should be doing

more.

Recommendations: There are several successful student outreach initiatives focused on sexual health,

social justice, and housing advocacy which could serve as models for student outreach. AMS ECo should

reach out to RI organizations including Sunrise Providence which have been successful community

partners in the past.

2021-2022 Summary Report

United States

Support for Student-Led Initiatives

Support for student-led initiatives is strong at AMS, but organization and action of student groups has

been disrupted in various ways due to the COVID-19 pandemic. Student-led initiatives surrounding

planetary health can be small and are often isolated from one another.

Recommendations: Student-led groups should collaborate in pursuit of larger goals regarding curriculum

implementation, promotion of interdisciplinary research on planetary health, and work with the larger

Brown planetary health community. Involving Brown’s Program in Liberal Medical Education students in

medical school activities would be helpful in generating sustained momentum for student initiatives.

C+

Sustainability

Brown University continues to progress towards its goal of carbon neutrality by 2040, with its three solar

plants on track to open in March of 2022. AMS remains disconnected from the Office of Sustainability.

Recommendations: In addition to reducing emissions through carbon offset, the university should

continue to promote increased renewable energy generation throughout New England as AMS receives

all its power from the ISO-NE grid. AMS should form closer ties with the undergraduate campus and its

resources.

Overall

85PHRC APRIL 2022

Columbia University

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

Integration of planetary health topics into the medical school core curriculum is limited, but expanding. The

medical school has hired new faculty committed to climate health in the past year.

Recommendations: VP&S should continue to expand planetary health topics in its curriculum. Areas of

implementation may include Public Health Commute lecture slides; Foundations of Clinical Medicine

course; and The Body: In Health and Disease course.

Interdisciplinary Research in Health and the Environment

Columbia University has several strong interdisciplinary research efforts, including the Earth Institute and

the new Climate School. The Mailman School of Public Health is particularly strong in the area of

environmental health research and is a tremendous resource. The medical school should work to become

more well integrated into the network of interdisciplinary resources and should make these resources

more readily available to medical students.

Recommendations: The medical school should create a resource that centralizes these opportunities

and outlines the ways in which medical students could get involved.

D-

Community Outreach and Advocacy

While there are many initiatives throughout Columbia University, there is currently no infrastructure for

medical students to get involved in most outreach and advocacy efforts. The medical school should work

to strengthen connections across the university and make these initiatives more readily accessible and

better publicized for medical students.

Recommendations: The medical school should seek to develop stronger collaborations with community

organizations and involve students in these efforts.

Support for Student-led Initiatives

The administration is supportive of and enthusiastic about student efforts. Recent improvements include a

centralized list for potential collaborators in planetary health and a new student chapter of Medical

Students for a Sustainable Future.

Recommendations: Dedicated student funding for environmental health funding would be an area for

growth.

2021-2022 Summary Report

United States

C+

Sustainability

Columbia University has taken concrete steps towards sustainability, with particular strengths including

transportation, renewable energy, commitment to building new buildings up to LEED standards, and

committing to carbon neutrality.

Recommendations: The medical school can make composting available on its campus.

C+

Overall

86PHRC APRIL 2022

Creighton University

Expanded score explanations can be found at phreportcard.org.

C-

Planetary Health Curriculum

C+

Interdisciplinary Research in Health and the Environment

Creighton SOM lacks research in the field of PH and healthcare sustainability. The SOM can expand into

PH research through interdisciplinary collaboration with the environmental and public health researchers

across the university, particularly through the Kingfisher Institute and MPH program.

The SOM can improve by identifying faculty research mentors for students interested in PH research and

encouraging quality improvement projects related to healthcare sustainably. The funding available through

the Office of Sustainability for QI projects is a notable improvement from last year.

Creighton SOM is supportive of the Global Health Conference Midwest, a key platform for PH education

and research advancement.

C-

Community Outreach and Advocacy

The University partners with local organizations to promote PH. However, the SOM is not engaged directly

in these relationships. The SOM is in the process of developing a process for engagement with the

community when determining advocacy, research, and community partnership priorities.

Creighton can advocate for its hospital affiliates to offer patients accessible materials on the health

impacts of climate change, such as education on the symptoms of heat stroke during severe heat waves.

Support for Student-led Initiatives

The SOM created a Planetary Health and Sustainability Task Force (TF) in response to the 2020 PHRC.

The TF houses a branch for student-initiated PH projects. Overall, the SOM has avenues for support and

funds. Lack of awareness of programs and few PH-focused faculty mentors are limiting factors to

sustainability initiatives.

Institutional attention on PH and the publication of efforts on online platforms would improve engagement.

2021-2022 Summary Report

United States

Creighton School of Medicine (SOM) established a Planetary Health & Sustainability Horizontally

Integrated Discipline in 2021. This track is intended to provide longitudinal education on Planetary Health

(PH) and Sustainability, but apart from one intro lecture, few PH objectives have been introduced into

preclinical blocks.

The SOM can continue to improve by ensuring that PH topics are integrated into all curricular tracks as

well as clerkship years. These efforts will promote longitudinal learning and the development of physicians

aware of the pathophysiology as well as social processes implicated in PH.

Sustainability

Creighton’s Office of Sustainability is leading slow but deliberate movement toward Creighton’s

sustainability goals – notably, plans for full divestment by 2030 and a path for carbon neutrality.

Urgently, there is a need for more rigorous sustainable building practices, particularly in the building of the

new medical school.

The SOM lacks basic sustainability practices seen in other parts of the university, such as composting.

The SOM can improve by reconciling these differences and developing its own rigorous sustainability

standards.

Overall

87PHRC APRIL 2022

Emory University

Expanded score explanations can be found at phreportcard.org.

A-

Planetary Health Curriculum

Emory University School of Medicine is in its second year of implementing a climate change & health

curriculum for pre-clinical students, with learning points across lectures and small group sessions. The

climate curriculum team has built on the first cohort’s success to address gaps in climate & health

learning. Emory approved another proposal in January 2022 that formalizes the effort to extend climate

learning through all four years of medical school.

Recommendations: Curriculum development will continue with an emphasis on co-creation and content

integration. Future opportunities include the standardized patient curriculum, didactic teaching in the M3

clerkship year, and courses highlighting sustainable healthcare delivery.

A+

Interdisciplinary Research in Health and the Environment

Interdisciplinary collaboration across graduate and undergraduate programs is central to Emory

University’s vision. Climate health and sustainability funding can be found through the Woodruff Health

Sciences Center, notably the Synergy Research Award. HERCULES and the Urban Health Initiative both

leverage local community participation to direct community-guided research.

Recommendations: The School of Medicine could more visibly promote existing clinical sustainability

efforts and also encourage participation of medical school faculty and students in interprofessional

sustainability initiatives.

Community Outreach and Advocacy

The new CME course, "Climate Crisis and Clinical Medicine" and the SOM Climate & Health Curriculum

have bolstered climate education and awareness within the medical community. Emory maintains a

“Climate Talks” series and introduced a podcast, “AmpliFIRE: Raising Voices Against Rising

Temperatures.” The Hercules Exposome Research Center and the Pediatric Environmental Health

Specialty Unit also contain online community resources.

Recommendations: Students and faculty should work to improve the distribution of educational materials

pertaining to environmental exposures, associated health impacts and climate change across all affiliated

hospitals and clinics.

2021-2022 Summary Report

United States

Support for Student-Led Initiatives

Emory University’s Office of Sustainability Initiatives (OSI) offers sustainability and social justice grants to

students annually. Students are also supported in volunteer community engagement programs across

Atlanta.

Recommendations: We advise Emory to dedicate funding to student-led, hospital-based sustainability

initiatives, starting by matching OSI initiatives. In addition, we recommend our research website designate

a specific tab to mentors involved in PH related research.

A+

B+

Sustainability

Emory University has cultivated widespread acceptance of sustainability on campus, including at the

medical school. Emory ranked #6 for top green colleges in 2022 according to the Princeton Review, and is

aiming for 50% energy reduction per square foot for Emory College and 25% for Emory Healthcare by

2025.

Recommendations: Emory’s greatest challenge resides in clean energy sourcing. Emory plans to self-

generate 10% of its energy by 2025 and we recommend that Emory enlists the support of major backers

such as Emory Healthcare for investment in these initiatives to reduce and diversify energy usage.

Geisel School of Medicine at Dartmouth

Overall

88PHRC APRIL 2022

Expanded score explanations can be found at phreportcard.org.

D+

Planetary Health Curriculum

Planetary health (PH) is inadequately covered in the core curriculum, but efforts are being made to

incorporate it. Electives focused on planetary health have been proposed at Geisel, which is an exciting

development.

Recommendations: Topic areas where planetary health could be incorporated are noted in the score

explanations. Discussing aspects of planetary health with patients should be added to the On Doctoring

Curriculum. PH connections should be added to core course objectives.

Interdisciplinary Research in Health and the Environment

Dartmouth lacks an institute for planetary health research, yet has some research underway in this area.

Research related to PH (i.e. waste audits, impacts of air pollution, or climate change modeling) is led by

independent researchers in various departments and is not centralized or easily accessible.

Recommendations: The medical school should commit to recruitment of researchers interested in PH

and identify researchers at the institution who are already doing work in this area. Forming a centralized

website for projects related to PH and healthcare sustainability would help to increase transparency in this

area.

D-

Community Outreach and Advocacy

Healthcare sustainability is not transparent within the medical school or at our affiliated hospitals, but the

MS4SF chapter at Geisel is working to expand connections within sustainability across the campus. We

are also planning an Earth Day Celebration to bridge the gap between climate change and health in our

community.

Recommendations: Continued administrative support of student involvement in healthcare sustainability

efforts and direct partnership with community organizations such as NH Healthcare Workers for Climate

Action to further educate about planetary health within the Dartmouth community is needed.

2021-2022 Summary Report

United States

C-

Support for Student-Led Initiatives

Dartmouth College has a number of established resources available to undergraduates and medical

students, including funding for projects and sustainability initiatives. Most medical students are unaware of

these opportunities, however, and Geisel does not have active relationships with departments hosting

these grants.

Recommendations: The medical school administration could further support student initiatives by

ensuring medical students are aware of existing opportunities and developing a student fellowship

dedicated to PH.

D+

Sustainability

Dartmouth College has a well integrated Sustainability Office that is involved in green construction,

sustainable food and supply procurement, initiatives related to divestment, and community engagement

around sustainability. However, they operate separately from the medical school.

Recommendations: Geisel could benefit from enhanced communication with the Sustainability Office to

increase green practices including sustainable purchasing, transportation initiatives, laboratory

sustainability, and waste management.

Overall

89PHRC APRIL 2022

Georgetown University

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

The Georgetown University School of Medicine (GUSOM) includes certain Environmental Sustainable

Health Topics throughout the pre-clinical blocks in certain lectures.

Recommendations: GUSOM should emphasize the importance of adding an environmental health

history through the students’ Clinical Skills workshops.

B-

Interdisciplinary Research in Health and the Environment

Current Georgetown faculty and students have produced environmental-focused research, through the

Georgetown Environment Initiative, Global Health Initiative, and Climate Center.

Recommendations: In addition to joining the Planetary Health Alliance, GUSOM should build a more

transparent method for those who have been disproportionately affected by climate change to drive

environmental research at the institution.

Community Outreach and Advocacy

GUSOM and MedStar Georgetown Hospital have community partnerships that enable students to

volunteer their time in creating healthier and environmentally sustainable projects.

Recommendations: There should be a continuing medical education (CME) course that enables 4th

years or GUSOM alumni to learn about the dynamic global effects of climate change.

Support for Student-led Initiatives

The School of Medicine has a Climate Health and Medical Sustainability Group that is allowed input into

adding environmental sustainable topics in the pre-clinical curriculum.

Recommendations: Each incoming class of the medical school should have an environmental

sustainability representative that can be a liaison between university protocols and student-led

environmental curriculum improvement, research opportunities, and sustainable practices.

2021-2022 Summary Report

United States

C+

B-

Sustainability

GUSOM has done much to curb CO2 emissions, make Georgetown a bike-friendly campus, and build new

eco-construction.

The university has pledged to achieve carbon neutrality by 2030.

Recommendations: The medical school should publish guidelines regarding utilizing environmentally

sustainable practices when hosting events. These include eliminating single use plastics and using

recyclable plates and cutlery.

Overall

90PHRC APRIL 2022

Indiana University

Expanded score explanations can be found at phreportcard.org.

C-

Planetary Health Curriculum

IUSM dedicates a lot of time to social determinants of health in its core curriculum. Students gain an

understanding that environmental exposures have a disproportionate impact on marginalized

communities. Improvements have been made to Fundamentals of Health and Disease, an MS1 course, to

make more explicit connections between climate change and human health.

Recommendations: Planetary Health connections in the curriculum should be made more explicit, with

more dedicated time. The medical school should identify Planetary Health as a priority theme and include

that material in learning objectives and test questions. The medical school should offer an elective on

Planetary Health for students to gain a more in-depth understanding of the impact of climate change on

human health.

D+

Interdisciplinary Research in Health and the Environment

IUSM became a member of the Global Consortium on Climate and Health Education in January 2022.

IUSM lacks an institute for interdisciplinary Planetary Health research that emphasizes the impacts of

anthropogenic environmental changes on health. IUSM may draw from existing centers and groups such

as Richard M. Fairbanks School of Public Health, IU School of Public Health, Paul H. O’Neill School of

Public and Environmental Affairs, Center for Urban Health, Sustainable Development Goals Working

Group, Environmental Resilience Institute, and its partnership with Moi University.

Recommendations: The medical school should provide funded planetary health research opportunities

for students.

D-

Community Outreach and Advocacy

The institution has a centralized Office of Sustainability website that links the sustainability efforts at every

IU campus. There is an opportunity to add a section for future Planetary Health initiatives on the website.

Recommendations: IUSM should partner with local communities affected by climate change and

pollution to share information about environmental health threats, advocate together for change, and

provide opportunities for students to be a part of this work.

Support for Student-led Initiatives

The Medical Student Council approved the IUSM chapter of Medical Students for a Sustainable Future in

February 2022.

Recommendations: It would be beneficial for IUSM to have a student liaison representing sustainability

interests who serves on a decision-making council.

2021-2022 Summary Report

United States

D+

Sustainability

IU has implemented robust strategies to encourage and provide environmentally-friendly transportation

options for students and reduce the environmental impact of commuting.

Recommendations: IUSM has many opportunities to improve its sustainability practices: divest from

fossil fuels, implement composting, use renewable energy for campus buildings, and implement programs

to make labs more environmentally sustainable.

Overall

91PHRC APRIL 2022

Loyola University Chicago

Stritch School of Medicine

Expanded score explanations can be found at phreportcard.org.

D+

Planetary Health Curriculum

LUC Stritch School of Medicine (SSOM) has made improvements this year with the initiation of a for-

credit elective focused on planetary health. There are several standalone lectures in the preclinical

curriculum that address topics related to climate change and health, but no longitudinal integration.

Recommendations: Topics of planetary health should be incorporated into the core curriculum more

substantially, and such material should be included in learning objectives and test questions. The Patient

Centered Medicine courses could instruct students on how to counsel patients regarding climate change

health effects in clinical encounters.

C-

Interdisciplinary Research in Health and the Environment

Loyola’s Public Health and School for Environmental Sustainability programs may have many climate

related research opportunities, but these projects are not made available for students in the medical

school. The medical school itself offers no research opportunities specifically concerning planetary health

or sustainability.

Recommendations: Loyola SSOM could work closely with other Loyola graduate schools to facilitate

interdisciplinary opportunities. The medical school could also join the Planetary Health Alliance and the

Global Consortium on Climate and Health Education.

D+

Community Outreach and Advocacy

Loyola SSOM is involved with very few community-focused environmental justice programs and

opportunities for community engagement.

Recommendations: The Center for Community and Global Health could partner with the Group for

Environmental Medicine and Sustainability (GEMS) student organization and students in the School of

Environmental Sustainability and Public Health programs to initiate more community outreach events

regarding planetary health and environmental issues in our surrounding community. We should establish

a working relationship with Loyola Medicine and Trinity Health to provide climate health related education

material to patients.

Support for Student-led Initiatives

Overall, the administration has been supportive of student led initiatives to bring broader awareness to

planetary health. The school was very supportive in helping the student organization GEMS initiate a for-

credit elective focusing on planetary health within the institution.

Recommendations: We recommend Stritch continue this support to increase student opportunities for

planetary health projects, research, and outreach, including grant opportunities or a student fellowship

program. This could also be done with improved collaboration across other graduate schools and

programs currently doing work related to planetary health.

2021-2022 Summary Report

United States

C-

Sustainability

Loyola University as a whole has made impressive progress in regards to institutional sustainability. We

hope we can build on these advancements within the medical school to meet sustainability goals and

lessen the healthcare sector's impact on the climate crisis.

Recommendations: There is still much to improve in regards to campus sustainability at SSOM. Goals

and plans are currently in place at the medical school in regards to improving recycling and beginning

composting systems. There remains improvement for waste disposal education. Furthermore, a medical

student liaison could be present for all medical school campus sustainability decisions.

The Ohio State University College of

Medicine

Overall

92PHRC APRIL 2022

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

The Ohio State University College of Medicine (OSUCOM) curriculum includes minimal planetary health

but is currently undergoing major climate curriculum changes including new electives and updated

lectures.

Recommendations: Planetary health can be taught in lectures, e-modules, group discussions, service

projects, and elective courses in M1-2 and rotation orientation lectures and 4th year electives for M3-4s.

Interdisciplinary Research in Health and the Environment

OSUCOM has faculty researchers in climate health but lacks a centralized department. Two websites

have climate health research information but are not directed towards medical students. OSUCOM hosted

the Climate Change and Health conference in 2021 and are members of MS4SF and GCCHE.

Recommendations: OSUCOM could make climate focused researchers more accessible to medical

students and centralize their work on a more visible, unified website. OSUCOM should continue to support

the Climate Change and Health: Implications for Clinical Practice conference as an annual effort.

C+

Community Outreach and Advocacy

OSUCOM could improve planetary health outreach. OSUCOM helped host the publically available Climate

Change and Health: Implications for Clinical Practice conference. The hospital website offers articles

about climate health that are free for patients, but no climate change information is included in updates, or

emphasized in community partnerships. OSUCOM does not offer CME credit planetary health courses.

Recommendations: OSUCOM could establish partnerships with community organizations, include

climate change relevant information in regular communications, and create internal Planetary health

courses for CME credits. OSUWMC could also have more information for patients regarding climate

change.

Support for Student-led Initiatives

OSUCOM supports the registered student group Sustainability in Medicine (SiM), which offers extensive

programming for students. SiM is an affiliate of Medical Students for a Sustainable Future. OSUCOM does

not offer research opportunities or mentorship in planetary health, but will fund independent research

projects. Students can join the Green Team, Interprofessional Council, and President & Provosts Council.

Recommendations: OSUCOM should continue to work closely with SiM and create a climate focused

website. SiM should continue to build partnerships with other student organizations. OSUCOM should

institute a program for research in sustainability with projects and mentorship.

2021-2022 Summary Report

United States

C+

Sustainability

OSUWMC follows university goals and has a dedicated sustainability program (on this website), including:

1 Sustainability Program Manager, a Commodity Manager in supply chain, and an energy engineer.

Recommendations: Although great progress has been made, much work is left to accomplish 2050

carbon neutrality. Sustainability needs to be embedded into core operational decision-making to

accomplish this.

Oregon Health & Science University

Overall

93PHRC APRIL 2022

Expanded score explanations can be found at phreportcard.org.

B-

Planetary Health Curriculum

OHSU does include planetary health in the curriculum, but it is sporadic and not integrated. In first and

second year, various aspects of planetary health are discussed in a few lectures. There is also some

discussion of planetary health in clinical phase intersessions. There is an interprofessional education

elective course called Climate Change and Human Health that is available to all OHSU students which

covers planetary health in depth.

Recommendations: There is a lack of consistent education on planetary health in the core curriculum.

This could be integrated through a curricular thread on Planetary Health.

D+

Interdisciplinary Research in Health and the Environment

OHSU as an institution houses the Oregon Institute for Occupational Health but this is not a part of the

medical school. There are researchers at this institute, the School of Public Health, and at OHSU hospital

who do planetary health research, but none that are specifically part of the medical school.

Recommendations: OHSU SOM could direct resources to creating an interdisciplinary research group

that focuses on planetary health research and create an associated website to centrally present their work

to the public.

D+

Community Outreach and Advocacy

OHSU SOM offers few community-facing courses or events regarding planetary health. There have been

a few from the Oregon Institute of Occupational Health Sciences, a part of the larger OHSU institution.

Recommendations: Create accessible educational materials for patients about environmental health

exposures and the health impacts of climate change.

Support for Student-led Initiatives

OHSU supports the student group OHSU Students for a Sustainable Future which is dedicated to

planetary health and receives faculty leadership and student government funding.

Recommendations: Create grant funding for students to lead sustainability initiatives. Provide support to

connect students with planetary health research mentors.

2021-2022 Summary Report

United States

Sustainability

OHSU has made good strides towards becoming a sustainable institution and medical school by offering

financial incentives to take alternative transportation to campus, providing recycling and composting

services, and sourcing cafeteria food from sustainable sources. They have also responded positively to a

student-lead divestment campaign and begun to partially divest from fossil fuels.

Recommendations: OHSU create a structured and funded Office of Sustainability to lead efforts in

establishing sustainability goals and implementing interventions to achieve those goals. Areas for

improvement would be specific carbon footprint reduction goals, event sustainability guidelines, and

recommendations for lab spaces on sustainable practices.

Rush Medical College

Overall

94PHRC APRIL 2022

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

Rush Medical College (RMC) of Rush University Medical Center (RUMC) sparingly includes planetary

health in elective curricula. The principles of planetary health, and its co-benefits with human and

community health, are not included in the core curricula provided to all students.

Recommendations: Planetary health and sustainable healthcare practice topics should be added to

preclinical didactic materials. We also suggest the creation of a student liaison position to represent

sustainability interests to The Committee on Curriculum and Evaluation and the Student Curriculum

Advisory Committee.

D+

Interdisciplinary Research in Health and the Environment

The institution has limited faculty involved in planetary health research, with little institutional support for

these efforts. There are select opportunities for students to engage in this field of research with these

faculty.

Recommendations: The Rush Office of Research Affairs should integrate planetary health questions into

existing research workflows. We also recommend the establishment of a department within the institution

dedicated to planetary health, providing resources to faculty who wish to pursue research within this field.

D-

Community Outreach and Advocacy

RMC has multiple partnerships with community stake-holders. Students are involved in planetary health

education initiatives and multiple city gardening programs. The institution is lacking accessible education

materials for students, providers, and patients alike regarding planetary health.

Recommendations: We recommend the addition of a centralized planetary health information center on

the institution’s website, focusing on environmental health exposures, the impact of climate change on

human health, and sustainable healthcare practices.

B-

Support for Student-led Initiatives

RMC supports student planetary health endeavors through the Office of Student Life and Engagement.

Rush Students for Social Responsibility was established in 2020.

Recommendations: RMC could further support student initiatives via the addition of planetary health-

focused awards and research opportunities. We also suggest the creation of a student liaison position to

represent sustainability interests on the Rush University Student Council.

2021-2022 Summary Report

United States

D+

Sustainability

The institution’s Office of Sustainability has established environmentally-conscious transportation options,

and laid the groundwork for campus-wide recycling and compost programs. Current goals include

reducing the institution’s CO2 emissions and developing sustainable food and beverage guidelines.

Recommendations: We recommend the addition of institution-wide sustainability guidelines for laboratory

spaces and event planning.

Tufts University

Overall

95PHRC APRIL 2022

Expanded score explanations can be found at phreportcard.org.

D-

Planetary Health Curriculum

Inclusion of planetary health in the Tufts School of Medicine curriculum is not prioritized nor emphasized

when appropriate. In the pre-clinical years, environmental pollutants, changing disease dynamics, and

sustainable diets are all mentioned but the impact of climate change and anticipated future exacerbations

are not mentioned.

Recommendations: Planetary health should receive its own dedicated lecture time throughout the

longitudinal, content integration aspect of the curriculum, Threads. Additionally, a session on engaging

patients regarding planetary health and associated health issues should be included prior to beginning

rotations.

B-

Interdisciplinary Research in Health and the Environment

Both Tufts University and The Friedman School of Nutrition have broader research emphasis on

sustainability and planetary health. The Tufts University School of Medicine Maine track has some faculty

who focus on these issues, but the Boston campus lacks opportunities dedicated to medical students.

Recommendations: The comprehensive sustainability and planetary health programs embedded within

the undergraduate and Maine campuses could be extended to the medical school, raising the profile of

this research and hopefully making it more accessible to medical school students.

Community Outreach and Advocacy

Tufts University School of Medicine has little community outreach relating to planetary health.

Recommendations: Tufts has the solid foundation of the Community Service Learning program to build

upon - a required service learning opportunity for most medical students. This presents the opportunity to

develop a program tailored to planetary health and community engagement.

B-

Support for Student-led Initiatives

Tufts University School of Medicine offers support for students if they take initiatives. There are grants

available if students pursue them, select research mentors that can be sought out (primarily on the Maine

campus) and funding for the sustainability club’s meetings. There is also an unofficially Sustainability

chair. However, many of these initiatives are purely student led and not institutionalized.

Recommendations: We hope to solidify the Sustainability Chair position by making them an official

member of Student Council. It’s also recommended that planetary / environmental health becomes a tag

for research offerings so it is easier for students to identify opportunities in this realm. Finally, we hope to

find and engage official faculty sponsorship for our student club and initiatives.

2021-2022 Summary Report

United States

D+

Sustainability

Tufts University broadly has made great strides in progressing towards a more sustainable campus. New

construction is thoughtful and Tufts has partially divested from fossil fuels.

Recommendations: We hope to continue focusing on making lab spaces more sustainable and

improve/introduce sustainable guidelines for events and procurement.

UC Berkeley-UCSF Joint Medical Program

Overall

96PHRC APRIL 2022

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

The Joint Medical Program (JMP) does include many planetary health concepts in the curriculum, but it

falls short on many topics related to the carbon footprint of the healthcare system, indigenous knowledge,

impacted communities, and clinical conversations about environmental hazards. The JMP core curriculum

and electives thoroughly cover health impacts of extreme weather and pollution. The case based

curriculum offered in the JMP does allow for integration of many concepts of environmental health with the

basic science and clinical curriculum.

Recommendations: New developments to the JMP’s curriculum improvement structure, such as the PBL

working committee, offer opportunity for student and faculty advocacy. We recommend utilization of this

setting to increase coverage of planetary health concepts, especially as they pertain to environmental

justice and antiracism, within the PBL and Clinical Skills course infrastructures.

Interdisciplinary Research in Health and the Environment

The JMP is housed within UC Berkeley’s School of Public Health, which has multiple dedicated

departments for interdisciplinary environmental research. These many departments and faculty members

have historically provided mentorship and research opportunities for JMP students in pursuit of their

Master’s Thesis.

Recommendations: The JMP specifically, rather than the School of Public Health at large, should

organize a conference directly related to Planetary Health: this would also provide an important

opportunity for medical student advocacy and networking within the field of environmental health.

Community Outreach and Advocacy

UC Berkeley’s School of Public Health has a great deal of community outreach related to planetary health

within the context of research, advocacy, student groups, and volunteer work.

Recommendations: Relationships with community partners related to planetary health should be built out

within the JMP specifically, and sustainability updates should be implemented into the JMP’s weekly

newsletter.

Support for Student-led Initiatives

The JMP supports student groups dedicated to planetary health, but does not provide faculty sponsorship.

JMP students and student groups can receive funding for projects and events related to planetary health

from the Associated Students of the University of California, the School of Public Health, the Green

Initiative Fund, and the JMP. The UC Berkeley community also offers a variety of student led programming

around planetary health, resilience, and advocacy.

Recommendations: Support for student-led initiatives mostly comes from the wider University rather than

the Medical School. We recommend the medical school offer increased support to students interested in

sustainable initiatives such as a web repository of mentors and funding. Additionally, program requisites

towards Quality Improvement should integrate conversations and project opportunities around planetary

health.

2021-2022 Summary Report

United States

A-

97PHRC APRIL 2022

UC Berkeley-UCSF Joint Medical Program

(Continued)

Expanded score explanations can be found at phreportcard.org.

A-

Sustainability

UC Berkeley and UCSF have made ambitious progress towards sustainability and carbon neutrality,

including fossil fuel divestment and using fully renewable energy on site. The JMP, however, does not

utilize all of the sustainability programs made available by both of these campuses.

Recommendations: The JMP should make use of UC Berkeley’s green event resources for

community meetings. Berkeley Way West has a superior sustainability profile to University Hall;

transition of classroom use to the prior should continue.

2021-2022 Summary Report

United States

University of Arizona College of Medicine -

Phoenix

Overall

98PHRC APRIL 2022

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

University of Arizona College of Medicine - Phoenix (UACOM-P) does include planetary health in the

curriculum, but it lacks integration longitudinally. In the first and second year, various aspects of planetary

health are discussed in lectures. There is also some discussion of planetary health in the first year public

health elective.

Recommendations: Develop a plan to incorporate planetary health topics longitudinally into the

curriculum rather than in isolated lectures. Include additional topics and consider incorporating the climate

change and public health lecture information from the first year public health lecture into the core

curriculum.

Interdisciplinary Research in Health and the Environment

UACOM-P lacks resources for planetary health research, but has extensive opportunities for collaboration

with the University of Arizona Tucson campus mainly through the Mel and Enid Zuckerman College of

Public Health.

Recommendations: Forge connections with the Mel and Enid College of Public Health or similar UA-

Tucson departments with the goal of providing more opportunity for faculty and student research

engagement in planetary health focused areas on the Phoenix campus.

Community Outreach and Advocacy

UACOM-P has some community outreach presence in the form of the Connect2STEM program and

various student interest group events focused around culinary medicine and public health interdisciplinary

events.

Recommendations: Continue to foster student programs aimed at planetary health engagement, and

assist local healthcare partners with public health information and messaging regarding planetary health.

Support for Student-led Initiatives

UACOM-P provides extensive support for student-led initiatives as a whole through scholarly

project/research support, certificate of distinction projects, and student interest group support, but provides

very little direction specifically aimed at sustainability focused projects.

Recommendations: Establish specific funding opportunities for student sustainability projects. Establish a

student representative position within administration to support sustainability interests. Set up a publicly

available web page promoting ease of access for student involvement in/education on planetary health

projects.

2021-2022 Summary Report

United States

99PHRC APRIL 2022

University of Arizona College of Medicine -

Phoenix (Continued)

Expanded score explanations can be found at phreportcard.org.

B-

Sustainability

UACOM-P has made many positive efforts towards campus sustainability in the form of LEED energy

utilization building standards, a commitment to future carbon neutrality, recycling and composting

programs, public transportation options/bicycle infrastructure, and “green supply procurement”.

Recommendations: Improvements could be made by advocating for institutional divestment from

fossil fuels, utilizing a higher percentage of renewable energy sources on campus, allocation of

staff/faculty to specifically support Phoenix campus sustainability efforts, and establishing guidelines

for sustainability at medical school hosted events.

2021-2022 Summary Report

United States

Overall

100PHRC APRIL 2022

University of Arkansas for Medical Sciences

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

Planetary health topics are addressed in preclinical modules at UAMS, and some are reinforced through

core curriculum. Course content regarding PH and sustainability lacks a focus on how climate change

impacts UAMS’ immediate environment, Arkansas communities at large, and indigenous populations

worldwide. Students and faculty are working to increase PH content integration, however, these efforts

need organization and consistency.

Recommendations: We suggest identifying PH as a priority in the core curriculum; appointing faculty

dedicated to overseeing longitudinal implementation of PH education in COM curriculum; developing

course material that highlights the impact of climate change on local Arkansans and indigenous

populations; and creating a senior elective on PH to provide in-depth education not achieved through core

curriculum.

B-

Interdisciplinary Research in Health and the Environment

Researchers at the UAMS COM, Translational Research Institute, and Environmental and Occupational

Health department have contributed to PH research conducted at our institution. Breadth of research

topics explored is lacking. Active efforts are being made to increase support for PH research, sustainability

QI projects, and community-facing projects.

Recommendations: We suggest creating a link, within an already existing webpage, to current and past

PH research projects at our institution; clearly advertising student and faculty opportunities to participate in

or gain financial support for PH research or community-facing projects; and collaborating with other

researchers and community-based organizations to highlight PH and healthcare sustainability projects.

B-

Community Outreach and Advocacy

UAMS is increasing PH community outreach and advocacy efforts that welcome medical student

involvement. The student-led Climate Health Interest Group helps expand opportunities across UAMS.

Recommendations: We suggest increasing coverage of PH issues in the UAMS monthly journal;

providing easily accessible educational resources for students and patients; and partnering with

communities affected by climate change to educate about environmental health threats and opportunities

for student involvement.

Support for Student-led Initiatives

UAMS supports student involvement in various initiatives related to PH. Students may participate in the

student-led Climate and Health Interest Group, sustainability QI projects, PH research, and other activities.

Recommendations: We suggest establishing an honors track for students interested in pursuing in-depth,

longitudinal study of PH; clearly advertising student opportunities, such as participation in research or QI

projects; and providing opportunities for students to learn from local environmental advocates.

2021-2022 Summary Report

United States

B-

Sustainability

UAMS has a goal for carbon neutrality by 2030, a dedicated office of sustainability, and recycling

programs on campus. There is room for progress regarding campus sustainability.

Recommendations: We suggest reinstating a composting program with Organix; establishing

sustainability guidelines for events hosted at UAMS; and integrating sustainability guidelines for supply

procurement.

Overall

101PHRC APRIL 2022

University of California San Francisco

Expanded score explanations can be found at phreportcard.org.

B-

Planetary Health Curriculum

While climate health content is integrated throughout the preclinical core curriculum, these topics are

sparse and limited in their depth as it is associated with only two testable learning objectives. However,

there are ongoing student and faculty efforts to implement the Climate Health and Sustainability Education

(CHASE) curriculum.

We recommend more substantial discussion of and engagement with planetary health (PH) topics, such

as those covered by the Inquiry Immersion Mini-Course on climate change. Additionally, clinical training

could be improved by providing students with strategies on how to counsel patients affected by climate

change.

A+

Interdisciplinary Research in Health and the Environment

The EaRTH Center, Program for Reproductive Health and the Environment, the Office of Sustainability,

and the Center for Climate, Health, and Equity all provide interprofessional opportunities for environmental

health engagement in addition to research and funding opportunities.

Similar to the EaRTH Center’s Stakeholder Advisory Board, we encourage the broader SOM to consider

institution-wide strategies for incorporating the feedback of community members disproportionately

affected by climate change.

Community Outreach and Advocacy

Although UCSF has the infrastructure to communicate climate change impacts on human health, neither

the University nor the School of Medicine uses their platform to its full potential to advocate for the

environmental health of the community.

We recommend more engagement in community partnerships that support Planetary Health initiatives and

improved communication to the student body on issues related to planetary health and sustainable

healthcare.

A-

Support for Student-led Initiatives

The administration is supportive of student-led PH initiatives, offering time, funding, and enthusiasm for

student work. The Environmental Scholars Program and Carbon Neutrality Initiative fellowship are funded

opportunities for students to engage in planetary health at UCSF.

We recommend the institution have a student liaison who represents sustainability interests and serves on

a medical school or institutional decision-making council to advocate for curriculum reform and/or

sustainability best practices.

2021-2022 Summary Report

United States

B+

Sustainability

UCSF has robust waste reduction, water conservation, toxics reduction, sustainable food, green

procurement, energy efficiency, green procurement, green labs, and education/engagement efforts.

The university has committed to achieve carbon neutrality by 2025. Despite current efforts, only 62% of

total energy consumption is clean and sustainability criteria only require 25% of indicated products and

services to be from sustainable sources. Efforts must be substantially expanded to meet carbon neutrality

by 2025.

Overall

102PHRC APRIL 2022

University of Cincinnati

Expanded score explanations can be found at phreportcard.org.

F+

Planetary Health Curriculum

The University of Cincinnati College of Medicine (UCCOM) includes some discussion of respiratory health

and infectious disease in the context of a changing climate. Additionally, M4 students have the opportunity

to learn more about diet, global health, and the environment during their electives.

Recommendations: Planetary health could be integrated into the core curriculum during the preclinical

years. There is opportunity to educate on treatment approaches (ie. diet) that are beneficial for both

patients and the environment.

Interdisciplinary Research in Health and the Environment

UCCOM is conducting ground-breaking research on the environment and health. However, much of this

research is not integrated around the subject of planetary health nor is it specifically highlighted by

UCCOM for addressing the adverse health impacts of climate change.

Recommendations: UCCOM could include a tag on their research website highlighting work that

addresses climate change. They could also join the Planetary Health Alliance and the Global Consortium

on Climate and Health Education and encourage more research on how our changing climate affects

Ohioans.

Community Outreach and Advocacy

UCCOM has limited outreach regarding planetary health. While the University of Cincinnati (UC) has

partnerships and leadership able to foster outreach and advocacy, UCCOM does not participate in these

efforts.

Recommendations: UCCOM could create specific partnerships with organizations that currently work

with UC, such as green umbrella. To foster these partnerships, UCCOM could designate a liaison for the

medical school that connects with the Office of Sustainability at UC.

B-

Support for Student-led Initiatives

The University of Cincinnati and the medical school support student groups dedicated to planetary health

(The Medical Student Sustainability Club) both financially and with administrative resources.

Recommendations: We recommend that the medical school offer increased support to students

interested in sustainability initiatives. One option would be to create a website that advertises mentorship

or opportunities for students relating to PH or ESH and prioritizes grants for related research.

2021-2022 Summary Report

United States

D+

Sustainability

UCCOM has made progress to become a more sustainable campus in conjunction with the wider

University. The LEED Gold certification of the Care-Crawley building is a huge accomplishment and other

health sciences buildings are continually being upgraded to become more sustainable.

Recommendations: UCCOM could begin working with UC to develop a sustainability plan that prioritized

financial divestment from fossil fuels, waste reduction, and access to healthier foods on campus.

Overall

103PHRC APRIL 2022

University of Colorado

Expanded score explanations can be found at phreportcard.org.

C+

Planetary Health Curriculum

In 2021 CUSOM officially launched the new Trek Curriculum which integrated planetary health more

longitudinally into the core curriculum. Various aspects are discussed in lectures, especially in the

pulmonary block. Elective coursework and enrollment at the Fort Collins branch campus, which

emphasizes the concept of One Health, offer deeper dives.

Recommendations: Planetary health concepts could be discussed in additional organ blocks and weekly

clinical skills sessions could include content centered around discussing planetary health with patients.

Interdisciplinary Research in Health and the Environment

CUSOM has faculty dedicated to interdisciplinary research and hosts webinars regarding planetary health.

The CU Consortium for Climate Change & Health organizes research happening in the field across the

various campuses associated with CU but is not directly aimed at medical students.

Recommendations: CUSOM could reach out to communities most affected by climate change to gather

their input on how best to utilize our resources.

D+

Community Outreach and Advocacy

CUSOM does not currently have many opportunities for community outreach related to planetary health,

but curricular reform could change this. All students must now complete a Service Learning project with

“Climate Change and Health Equity” being a possible focus area.

Recommendations: Plan more community outreach opportunities for planetary health and centralize

information we do have such that students can more easily find it.

B-

Support for Student-led Initiatives

CUSOM supports multiple student groups dedicated to planetary health and hosts yearly sustainability

solutions challenges that reward innovative student projects.The branch campus in Fort Collins has a

focus on the One Health concept.

Recommendations: A website on the topic of climate and health features news and course offerings; but

could include more information about how students can get involved.

2021-2022 Summary Report

United States

C+

C-

Sustainability

CUSOM has some basic campus sustainability measures in place including public transportation, basic

single stream recycling and initiatives for environmentally sustainable lab spaces. New buildings are built

sustainably, but old buildings have not been retrofitted or upgraded. Campus emissions reduction goals

align with state targets, but don’t aim for carbon neutrality and there are no sustainability guidelines for

events.

Recommendations: Pursuing renewable energy on campus and moving the institution’s endowment

portfolio away from fossil fuels are larger, but necessary, moves towards campus sustainability.

Overall

104PHRC APRIL 2022

University of Connecticut

Expanded score explanations can be found at phreportcard.org.

B-

Planetary Health Curriculum

The University of Connecticut School of Medicine (UConn SOM) does include planetary health in the

curriculum, but it lacks integration longitudinally. In M1 and M2, various aspects of planetary health are

discussed in two particular lectures dedicated to this topic, but there is no comprehensive coverage

outside of these. There is also a course related to planetary health through the school of public health

accessible to medical students but it is optional and not well advertised.

Recommendations: Discuss planetary health topics in greater depth longitudinally throughout the

curriculum. Additionally, incorporate sustainable clinical practices into the core curriculum and increase

administrative support for its integration.

D+

Interdisciplinary Research in Health and the Environment

UConn SOM does not have dedicated departments for interdisciplinary research regarding planetary

health. There are conferences regarding planetary health but they are not directed towards med students.

Recommendations: UConn SOM should organize a conference related to Planetary Health. They could

also officially join the Planetary Health Alliance, the Global Consortium on Climate and Health Education,

and set up a website with planetary health news with specific discussions relating to the medical field.

D-

Community Outreach and Advocacy

UConn SOM does not have much in the line of community outreach and advocacy. Few resources are

available to patients, institution staff only receive some singular presentations, and there are no ongoing

partnerships or educational materials.

Recommendations: We recommend that UConn SOM build community partnerships relating to planetary

health and that the hospital system focuses on emphasizing planetary health in patient educational

materials.

Support for Student-led Initiatives

UConn supports student groups dedicated to planetary health. There is one medical group (Sustainability

at UConn Health) dedicated to this topic that works closely with a faculty mentor and allies within the

medical school. In addition, UConn offers opportunities for students to participate in planetary health-

related research or QI projects if they choose.

Recommendations: Offer increased support to students interested in sustainable initiatives. For example,

a specific website that advertises mentors or opportunities for students relating to Planetary Health and

prioritizes grants for related research. One option for integrating more co-curricular planetary health

programs/initiatives is to collaborate more with the DPH, as they have speakers and courses that address

the health implications of environmental hazards and climate change.

2021-2022 Summary Report

United States

C-

105PHRC APRIL 2022

University of Connecticut (Continued)

Expanded score explanations can be found at phreportcard.org.

C-

Sustainability

UConn SOM has made some efforts to be a sustainable campus. In conjunction with the wider

University, sustainable building practices are utilized for new buildings and the majority of old buildings

have been retrofitted to be more sustainable. The new food service company, Morrison Healthcare, has

sustainability guidelines for food and beverages. Additionally, the medical school offers environmentally-

friendly transportation options.

Recommendations: A designated staff member and/or committee in charge of medical school and/or

hospital sustainability would be an asset in the plans to improve campus/hospital sustainability. We also

recommend a more ambitious CO2 emission reduction goal and divesting from fossil-fuel companies. We

also recommend focusing on making lab spaces more sustainable, introducing composting on campus,

and improving/introducing sustainable guidelines for events and supply procurement.

2021-2022 Summary Report

United States

Overall

106PHRC APRIL 2022

University of Hawai'i

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

Strength: Since July 2020, the “Learning Communities” Program fostered longitudinal relationships

between first, second, third, and fourth year medical students. Students from each Learning Community

were required to visit different local communities in O’ahu to learn about their respective community's

unique set of struggles, including environmental issues.

Weakness: Lack of curricula that address (a) the health effects of climate change, (b) the effects of

anthropogenic toxins on human health, and (c) sustainable clinical practice, and integration of the

aforementioned topics into the core curriculum.

Recommendation: The Learning Communities program at JABSOM may expand its curriculum to further

explore: (1) the health effects of climate change, (2) environmental health, (3) sustainability, and (4)

clinical applications for all of the above.

Interdisciplinary Research in Health and the Environment

Strengths: (1) Having a dedicated institute for planetary health research, (2) hosting conferences on

topics related to planetary health, and (3) joining an international planetary health organization.

Weaknesses: (1) Having researchers engaged in planetary health or healthcare sustainability, (2)

engaging vulnerable and underrepresented communities in the research agenda, and (3) creating a

website about research related to planetary health.

Recommendations: JABSOM may collaborate with the UH Institute for Sustainability and Resilience, UH

Office of Public Health, and UH School of Ocean & Earth Science & Technology to: (1) identify

researchers whose primary research foci are related to planetary health or healthcare sustainability, and

who may be interested in having medical students assist with research, and (2) collaborate on a website

that functions as a portal to prior and ongoing research from all three UH organizations. This website may

also advertise resources and opportunities for research.

C+

Community Outreach and Advocacy

Strength: Partnering with community organizations to promote planetary and environmental health.

Weaknesses: (1) Offering community-facing events about planetary health, (2) regular coverage of

planetary health in school communications, (3) offering continuing medical education for planetary health,

and (4) offering accessible educational material for patients about (a) environmental and occupational

health exposures and (b) health impacts of climate change.

Recommendations: JABSOM may consider working with the UH Office of Public Health Studies (OPHS)

and its professors to (1) offer a community event regarding planetary health, (2) include a section in the

UH Med Weekly newsletter dedicated to planetary health, and (3) apply to The Hawai’i Consortium for

Continuing Medical Education (HCCME) to start a regular CME.

Support for Student-led Initiatives

Strength: Planetary health programs and initiatives in sustainable food systems, environmental justice,

wilderness excursions, etc.

Weaknesses: (1) Funding for and connections to (a) initiatives and (b) research, (2) website about

sustainability and planetary health, (3) student liaison for curriculum reform and sustainability best

practices, (4) funding for and connections to research.

Recommendations: JABSOM may benefit from hiring a faculty member dedicated to working with both

administration and students to advance sustainability and planetary health initiatives. Said faculty member

may coordinate: (1) research projects, (2) student-led initiatives, and (3) website for the aforementioned

research and initiatives.

2021-2022 Summary Report

United States

C+

107PHRC APRIL 2022

University of Hawai'i (Continued)

Expanded score explanations can be found at phreportcard.org.

C+

Sustainability

Strengths: (1) Sustainable building practices, (2) sustainable lab spaces, and (3) portfolio investments

divested from fossil fuel.

Weaknesses: (1) Plans to reduce carbon footprint, (2) utilizing renewable energy, and (3) sustainability

requirements for events.

Recommendations: JABSOM may consider (1) transitioning to a goal of carbon neutrality using solar

energy, (2) establishing food waste bins for composting, (3) negotiating with food vendors, event

organizers, and shuttle services to offer locally-sourced food, waste-free events, and transportation

between the school and local hospitals.

2021-2022 Summary Report

United States

Overall

108PHRC APRIL 2022

University of Maryland School of Medicine

Expanded score explanations can be found at phreportcard.org.

D+

Planetary Health Curriculum

The University of Maryland School of Medicine (UMSOM) teaches planetary health through one

standalone lecture delivered during the second year. We applaud the inclusion of this lecture but

recognize it is insufficient. The disproportionate burden of climate change on disenfranchised communities

is largely absent from the core curriculum.

Recommendations: Longitudinally incorporate planetary health and environmental justice into relevant

lectures within each block and into patient cases to teach the management of environmentally-mediated

disease. Maintain a commitment to a dedicated faculty position to oversee this part of the curriculum.

F+

Interdisciplinary Research in Health and the Environment

There is a lack of planetary health research and institutional research grant support at UMSOM.

Environmental justice groups do not currently contribute to the environmental health research agenda at

UMSOM.

Recommendations: Join the Global Consortium on Climate and Health Education, prioritize

environmental health research in seed grant programs, encourage recruitment of planetary health

researchers and educators, and partner with local environmental justice groups to identify high-priority

research needs.

F-

Community Outreach and Advocacy

UMSOM has no environmental community partnerships, community outreach about the intersection of

climate change and health, or continuing medical education for post-graduate providers.

Recommendations: Establish at least one environmental community partnership for the first-year service

learning requirement, with organizations such as Blue Water Baltimore. Work towards an annual UMSOM

community-oriented planetary health event. Partner with the Office of Sustainability to create a planetary

health newsletter for the University of Maryland Baltimore (UMB) students and faculty.

2021-2022 Summary Report

United States

Support for Student-Led Initiatives

C-

Sustainability

The Office of Sustainability is leading major sustainability initiatives at UMB, including sustainable event

guidance and greener lab spaces. However, the office is newly established and many of these projects are

only in the beginning stages. Commendably, sustainability has recently been prioritized as part of

UMSOM’s strategic planning.

Recommendations: Support the Office of Sustainability in their efforts to make the campus more green.

Make this Office more accessible to students by holding a sustainability workshop for first-year students

during orientation.

UMSOM does not promote environmental health research or projects to students, though it must be noted

that the Office of Student Research (OSR) does not often promote specific research interests.

Recommendations: Host an Environmental Health Research roundtable through OSR, similar to the

Health Equity roundtable hosted in early 2022. Expand funding and opportunities for students to create

and implement sustainability QA/QC efforts in the campus community.

Overall

109PHRC APRIL 2022

University of Massachusetts Chan Medical

School

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

Although some climate change and planetary health topics are integrated into the medical school

curriculum, these topics are concentrated in the first and second years of medical school and leave out

many important topics.

Recommendations: UMass Chan should update its climate change curriculum website to allow students

to join existing curricular projects and explore the current state of climate and health curriculum integration

at UMass. UMass should prioritize the integration of the outsized impact of climate change on

marginalized communities, global climate and health inequities, and the impact of climate change on

indigenous communities.

C-

Interdisciplinary Research in Health and the Environment

UMass Chan Medical School joined Practice Greenhealth and the Global Consortium on Climate Change

and Health Education this past year. The medical school encourages students to participate in research

through the research pathway, capstone projects, and summer fellowships, but there are no specific

research fellowships dedicated to planetary health.

Recommendations: UMass Chan should consider developing an interdisciplinary climate and health

research center in collaboration with the other UMass campuses.

C+

Community Outreach and Advocacy

UMass Chan meaningfully partnered with two local organizations, ReGreen Springfield and Elders

Climate Action MA during the population health clerkships in the fall of 2021, allowing students to develop

real world climate advocacy skills and to learn more about environmental justice in their community.

Recommendations: UMass should continue to foster and grow partnerships with climate-minded

organizations in addition to developing a community facing climate and health course for the local

community.

Support for Student-led Initiatives

UMass Chan has a funded student and faculty supported organization, UMMS Coalition for Climate

Action, which is now in its third year of operation. UMass also supports a thriving, student-run community

garden.

Recommendations: The UMass Chan Student Body Committee should develop a student sustainability

liaison position on their governing body. This position would help to streamline sustainability initiatives

across the campus and better communicate student requests, concerns, and recommendations to clinical

faculty, administrators, and the Office of Sustainability.

2021-2022 Summary Report

United States

Sustainability

The Office of Sustainability at UMass Chan Medical School works tirelessly to support student-led

initiatives around climate and health, most recently by increasing the number of electric vehicle charging

stations available on campus and facilitating the distribution of community farm shares to students.

Recommendations: The UMass system should prioritize divesting from all indirect fossil fuel holdings in

the coming year.

Overall

110PHRC APRIL 2022

University of Michigan

Expanded score explanations can be found at phreportcard.org.

C-

Planetary Health Curriculum

University of Michigan Medical School (UMMS) includes planetary health in the elective curriculum.

However, climate change is only addressed in scattered lectures and discussions in the core curriculum.

Recommendations: The role of planetary health can be more effectively integrated into the systems-

based lectures throughout the first year core curriculum, or in intensive weeks during the 2nd and 3rd

years. Discussions with and between curriculum leads can help facilitate these future improvements.

C+

Interdisciplinary Research in Health and the Environment

UMMS is peripherally involved in planetary health research. There are no faculty members in the medical

school with primary appointments to be engaged in planetary health research, however faculty at the

medical school are connected to institutional planetary health research.

Recommendations: UMMS should incorporate research on planetary health topics into its priorities in

existing medical departments or consider creating a new research department on the subject altogether.

The medical school should also consider joining a global alliance network for planetary health research.

D+

Community Outreach and Advocacy

UMMS has yet to do much community outreach around planetary health. Overall there is a lack of

structure around how much outreach to do, where to do it, and in what ways.

Recommendations: There are many things that the school may consider in improving their outreach and

advocacy as it pertains to planetary health. This includes; establishing community partnerships relating to

planetary health, adding climate change related topics to patient education resources, establishing more

training opportunities for providers in planetary health, and utilizing newsletters in the health system to

more regularly communicate about climate change.

2021-2022 Summary Report

United States

C+

Support for Student-Led Initiatives

Sustainability

UMMS has made good progress in sustainable operations and it has also been connecting well with

institution-wide resources and programs. The school has also divested from fossil fuels and established

robust transportation alternatives.

Recommendations: The soon-to-be created committee on carbon neutrality for the medical school can

develop concrete goals, which should include utilizing a greater proportion of sustainable energy and

creating procurement policies that better incentivise more sustainable choices.

UMMS supports students dedicated to planetary health. The student organization White Coats for

Planetary Health receives faculty and institutional support. By enabling students to seek opportunities

available through the broader institution, the school also encourages students to be engaged in co-

curricular projects and research.

Recommendations: The school could reduce barriers to information access, for example, by composing

a list of sustainability mentors and funding resources available through the school and institution.

A-

Overall

111PHRC APRIL 2022

University of Minnesota

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

Planetary health (PH) connections exist mainly in one lecture. The main climate change lecture covered a

variety of planetary health topics, but does not include a live or recorded lecture component.

Recommendations: PH connections could be more frequent and more in-depth and should appear in test

questions. Topics that are not in the curriculum at all (such as the impact of climate change on

marginalized communities), should be prioritized. Students should learn how to discuss PH with patients.

C-

Interdisciplinary Research in Health and the Environment

IonE encourages sustainability research at the U of M and continues to work on including PH in their work.

Multiple webpages provide some PH resources, but none of these are comprehensive.

Recommendations: U of M should world more closely with IonE and explicitly encourage students and

faculty to engage in PH research. There should be a webpage that centralizes all resources related to PH.

Communities disproportionately impacted by climate change should participate in the process of forming a

research agenda.

C-

Community Outreach and Advocacy

University of Minnesota Medical School has slightly improved their community outreach relating to

planetary health over the course of the last year. In conjunction with the primary affiliated hospital, the

medical school hosted a Climate Health Action Program (CHAP). Medical school communications have

occasionally included information about planetary health, and affiliated hospitals have educational material

on environmental hazards.

Recommendations: Communications and lecture series surrounding planetary health should be made

more consistent, affiliated hospitals should develop patient resources explicitly about planetary health.

2021-2022 Summary Report

United States

Support for Student-Led Initiatives

C+

Sustainability

The University of Minnesota has an Office of Sustainability that engages in various sustainability projects

on campus.

Recommendations: We recommend the medical school connect with the Office of Sustainability and

integrate itself more deeply into sustainability initiatives. We recommend focusing on implementing

sustainability guidelines for medical school events and improving strategies that support planetary health,

sharing the value of sustainability and climate justice with its community.

Health Students for a Healthy Climate, an interdisciplinary group that aims to advance sustainability

initiatives, is supported by the administration. Multiple PH programs and initiatives taking place in the past

year.

Recommendations: Grants should be offered annually to encourage research in PH. In addition, students

should be able to access information about PH activities and potential mentors via a webpage. The

institution should also continue to develop co-curricular PH programs and events, to encourage exposure

to PH.

University of North Carolina at Chapel Hill

Overall

112PHRC APRIL 2022

Expanded score explanations can be found at phreportcard.org.

C-

Planetary Health Curriculum

Strengths: The University of North Carolina School of Medicine (UNC SOM) includes planetary health in

the curriculum, but it lacks specific topics and depth of materials.

Recommendations: UNC SOM could include planetary health in the core competencies and offer

planetary health-specific electives. Education could include the significant carbon footprint of healthcare.

A-

Interdisciplinary Research in Health and the Environment

Strengths: UNC has researchers and departments focused on planetary health and its impacts on human

health, but healthcare sustainability and carbon footprint of UNC Health are not researched. The medical

school has not hosted a conference and is not a member of an international planetary health organization.

Recommendations: UNC researchers could research healthcare sustainability. UNC SOM could

organize a planetary health conference and join the Planetary Health Alliance and the Global Consortium

on Climate and Health Education.

C-

Community Outreach and Advocacy

Strengths: UNC Health has maintained its partnership with CleanAIRE NC. The health care system has

also added an Environmental Health Learning Center to its online Health Library for patients.

Recommendations: UNC SOM could add content to the online learning center. Planetary health and

sustainable healthcare news and events could be featured in UNC Health’s newsletter Vital Signs. The

SOM could collaborate with the school of public health to create public education courses and events on

planetary health. UNC could create and clearly list planetary health-related CME courses on UNC

department websites.

2021-2022 Summary Report

United States

C+

Support for Student-Led Initiatives

Strengths: UNC SOM is supportive of student-led initiatives related to planetary health. Funding for

CLEAN Med UNC was awarded for 2021-2022 academic year. Administration is willing to receive and act

on feedback related to including more planetary health issues in required courses.

Recommendations: UNC SOM could create an organized, easily-navigable website detailing ongoing

research projects/mentors and related grant opportunities specifically addressing planetary health. UNC

could develop student research-funding grants related to planetary health and could make a dedicated

planetary health academic program (such as a Scholarly Concentration or MPH concentration for medical

students focusing on planetary health).

Sustainability

Strengths: The town surrounding UNC Chapel Hill has a reliable, free public transportation system with

goals to shift to 100% renewable energy sources by 2050. Composting and recycling sites are mildly

accessible on campus, and the UNC Green Labs program encourages labs to have sustainable practices.

Recommendations: The school could retrofit older buildings with environmentally-friendly strategies.

UNC could purchase renewable energy from their current energy source, Duke Energy, and could move

money away from fossil-fuel companies and towards environmentally-friendly and sustainable sources.

Overall

113PHRC APRIL 2022

University of Utah

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

Some planetary health education is taught in the basic science curriculum throughout the first two

didactic years, however it is limited to several stand alone lectures. There is one elective course which

covers topics from environmental justice to local environmental health. Despite recognition of climate

change as a societal problem by the curriculum committee in 2019, there has been little action within the

past year to develop a plan to incorporate planetary health in core education.

Recommendations: Overall, planetary health content at the University of Utah School of Medicine

(UUSOM) is lacking and action should be taken to incorporate it into the core curriculum. With the

initiation of MedEdMorphosis, a program focused on developing sweeping curricular changes, the

medical school is well poised to take action. Appointing a faculty member dedicated to overseeing

implementation of planetary health topics would be beneficial in achieving this goal.

Interdisciplinary Research in Health and the Environment

There are UUSOM faculty who conduct research related to planetary health or healthcare sustainability,

but it is not their primary focus and is focused on air quality and pollution. There are currently no

opportunities for community feedback regarding planetary health research. There is no dedicated group

at UUSOM, however the institution has a Global Change and Sustainability Center which compiles

researchers and hosts an annual symposium on sustainability-related research.

Recommendations: Due to institution size and the volume of research related to planetary health,

UUSOM would benefit from a database to compile research across the campus to encourage

accessibility and interdisciplinary collaboration. UUSOM would also benefit from a stand alone

department (or designated staff member) that could provide scholarships and facilitate planetary health

research efforts within the medical school and in conjunction with the broader university.

D-

Community Outreach and Advocacy

Through the Global Change and Sustainability Center, there are opportunities and resources for

community outreach and advocacy. UUSOM should use this support to develop educational and

volunteer experiences to educate the public about the effects of climate change on health. There have

been excellent planetary health outreach events led by faculty and students to foster conversations at our

institution and in the community and we hope these events and related projects continue.

Recommendations: We recommend planetary health updates via the weekly student body email.

Partnerships can also be formed with community organizations focused on planetary health. We also

recommend increased education about environmental health exposures through pamphlets for patients

and community-facing publications such as Scope.

Support for Student-led Initiatives

Overall, UUSOM is supportive of student efforts for planetary health, but has not instituted specific grants

or hired dedicated faculty. There is a hospital committee to manage these topics and it has recently

expanded to include student representation. There are ample projects and mentors that have potential for

student involvement but these are not well advertised.

Recommendations: We recommend research grants dedicated to planetary health research as well as

an online database that students can use to connect them with mentors and projects within the institution

that involve planetary health topics.

2021-2022 Summary Report

United States

C-

114PHRC APRIL 2022

University of Utah (Continued)

Expanded score explanations can be found at phreportcard.org.

D+

Sustainability

UUSOM and the Hospital are increasing sustainability efforts with the new U of U Health Green Team.

There are guidelines for new buildings but there are none for lab spaces, food options, and events.

There is student support for fossil fuel divestment and campus-wide initiatives to become carbon

neutral by 2050 but these goals are less ambitious than necessary.

Recommendations: We recommend green lab initiatives to improve sustainability in existing and new

lab spaces as well as required guidelines for more sustainable medical school events and food

options. We also recommend more ambitious carbon neutrality goals as well as a commitment to fully

divest from fossil fuel corporations.

2021-2022 Summary Report

United States

Overall

115PHRC APRIL 2022

University of Virginia

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

A major advancement since the previous PHRC was the student-led and faculty-supported

development of a fourth-year elective that covered many of the topics discussed in the PHRC.

However, there remains a notable dearth of PH coverage through the preclinical curriculum and clinical

rotations.

Recommendations: Include at least one testable learning objective on PH in each pre-clinical system.

Incorporate how to approach conversations about planetary health into conversations with patients in

the clinical setting during Foundations of Clinical Medicine course, or the inter-clerkship intercessions.

B+

Interdisciplinary Research in Health and the Environment

UVASOM and the broader university have a multitude of resources for students to engage with PH

research, however the resources within the medical school are still growing. Medical school faculty

who are engaged in PH research are now more visible compared to last year. In the last year, UVA has

also hosted climate change-related conferences that allow for interdisciplinary discussions and

increased awareness of PH.

Recommendations: Recruit and encourage participation of community stakeholders in research.

D+

Community Outreach and Advocacy

UVASOM’s main PH-related community outreach work with the Charlottesville City Schoolyard Garden

has been put on hold due to COVID with plans to resume in 2022. No organization at UVA currently

offers community-focused courses or events about climate change, nor do UVA students receive

regular PH communication from the SOM or the Office of Sustainability.

Recommendations: Develop new community-facing educational events. Using Inova Hospital in

Fairfax as an example, publish educational materials about climate and public health.

2021-2022 Summary Report

United States

Support for Student-Led Initiatives

The student body at the University of Virginia is energized toward climate action, and overall the

institution offers readily available support. This year the Student Clinicians for Climate Action at UVA

launched our website which contains contact information and details about our projects.

Recommendations: Integrate medical school initiatives and medical student leadership with the larger

university.

B-

Sustainability

The UVA Office of Sustainability has a dedicated project coordinator overlooking the health system.

UVA has a plan in place with goals to be carbon neutral by 2030, and fossil-free by 2050. Despite not

having a composting program, there is a well-established recycling program. Where UVA primarily falls

short is that only 20% of its electricity comes from renewable resources, and there are no sustainability

guidelines in place for medical school events.

Recommendations: Implement a series of guidelines that medical school events must follow, as well

as more sources of renewable energy at the school.

Overall

116PHRC APRIL 2022

University of Washington

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

The University of Washington School of Medicine (UWSOM) offers medical students an introduction to

planetary health through elective coursework and interest groups, but lacks substantial, longitudinal

incorporation of planetary health concepts within its core curriculum.

Recommendations: Student engagement with planetary health content should be a requirement, rather

than a self-driven process. We recommend incorporating planetary health concepts into small group

case-based exercises in both the foundational science curriculum and the required Themes in Medicine

course.

Interdisciplinary Research in Health and the Environment

UWSOM has multiple groups involved in research on planetary health, including the Center for Health

and the Global Environment (CHanGE) and the UW Climate Impacts Group. CHanGE faculty make

annual contributions to the Intergovernmental Panel on Climate Change publications. The medical school

recently joined the Global Consortium on Climate and Health Education.

Recommendations: We support establishing a more robust and streamlined process for incorporating

marginalized communities that are disproportionately impacted by climate change in ongoing research

and community projects.

Community Outreach and Advocacy

UWSOM is partnered and actively involved with several community organizations, including the

Washington Healthcare Climate Alliance and Washington Physicians for Social Responsibility. Resources

on environmental health exposures and climate change health impacts exist but are not always easy to

find as a patient.

Recommendations: Opportunities exist for incorporating information on planetary health and sustainable

healthcare into regular UWSOM communications.This information should be made more accessible to

patients.

Support for Student-led Initiatives

The University of Washington as an institution has many student-led planetary health initiatives, spanning

wilderness programs, cultural arts events, and community-supported agriculture, which medical students

have access to. However, the medical school itself does not offer specific opportunities or support for

sustainability initiatives.

Recommendations: UWSOM should encourage medical students to get involved in sustainability

initiatives and quality improvement projects through mini-grants and/or formal incorporation into the

curriculum.

2021-2022 Summary Report

United States

C+

Sustainability

The University of Washington has an Office of Sustainability with full-time employees, a dedicated website

where students have access to ongoing sustainability projects, and a comprehensive plan to reduce its

carbon footprint with a goal of zero emissions by 2050. Existing buildings used by the medical school for

teaching rely largely on carbon-free, but not renewable, resources.

Recommendations: UWSOM should continue to invest in renewable energy and divest fully from fossil

fuels.

Overall

117PHRC APRIL 2022

Vanderbilt University

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

The new elective course for medical students, “Ecology and Health: Climate, Food and Justice” covers a

broad range of planetary health topics.

Recommendations: The core MD curriculum does not address planetary health in a way that is

organized or intentional. Our suggestion is to develop and propose a curriculum map that addresses

climate change/planetary health topics where they are most relevant throughout the four-year MD

curriculum (similar to the Race in Medicine proposal).

Interdisciplinary Research in Health and the Environment

Several Vanderbilt University Medical school faculty, including Dr. Eva Parker, dedicated to planetary

health issues in their research and broader careers.

Recommendations: Vanderbilt University Medical school could organize a conference directly related to

Planetary Health. They could also join the Planetary Health Alliance and the Global Consortium on

Climate and Health Education, and set up a website with planetary health news.

Community Outreach and Advocacy

Medical students have spearheaded recent efforts to engage with the broader community on issues of

planetary health. In addition, Vanderbilt University regularly hosts events related to issues of climate

change and planetary health, which are open to the broader public.

Recommendations: We suggest that the medical school partner with Vanderbilt University’s

Sustainability and Environmental Management Office (SEMO) to identify additional opportunities for

community outreach on the issue of planetary health.

Support for Student-led Initiatives

Vanderbilt University Medical School supports student-led sustainability efforts through the Social Mission

Committee. The administration was particularly supportive of the creation of the new advanced elective,

“Ecology and Health: Climate, Food and Justice”.

Recommendations: Support for student-led initiatives in sustainability should be encouraged in additional

areas of the medical school experience, including in completion of the research immersion and quality

improvement projects that are required for graduation. As part of the Social Mission Committee’s ongoing

effort to identify health equity related research opportunities for students, there should also be inclusion of

research topics related to planetary health. Finally, the medical school should consider adding a

“sustainability representative” to CCO, our student government.

2021-2022 Summary Report

United States

C-

Sustainability

Vanderbilt University has made great progress in sustainability goals through SustainVU.

https://www.vanderbilt.edu/sustainability/

Recommendations: The medical school should implement the FutureVU Sustainability recommendations

for food and beverage purchase and event planning. Those can be found here:

https://cdn.vanderbilt.edu/vu-wp0/wp-content/uploads/sites/69/2019/09/23154509/Sustainable-Event-

Greening-Guide-Sep-2019.pdf

Overall

118PHRC APRIL 2022

Virginia Commonwealth University

Expanded score explanations can be found at phreportcard.org.

Planetary Health Curriculum

The School of Medicine at Virginia Commonwealth University includes health impacts of climate change in

the core curriculum, but this topic is primarily covered in a new, stand-alone lecture, with sparse mentions

scattered throughout various courses. Climate change is not addressed in clinical education.

Recommendations: Continue integrating climate change into pre-clinical courses as well as honing its

inclusion in the longitudinal pre-clinical curriculum. Adopt and refine a clinical elective with the goal of

implementing a longitudinal track throughout the clinical years. Introduce training on taking an

environmental history.

Interdisciplinary Research in Health and the Environment

There are biology, ecology, and planetary health researchers based on VCU’s undergraduate campus but

none directly affiliated with the medical school. Some students have independently sought out projects

adjacent to planetary health with guidance from SOM faculty.

Recommendations: A feasible start would be to connect faculty and students interested in planetary

health research through a centralized database.

D-

Community Outreach and Advocacy

While community outreach efforts are regularly made on VCU’s undergraduate campus, those efforts do

not extend to the medical school or the health system.

Recommendations: More medical school involvement in community-facing events, better availability of

educational materials for patients on environmental toxins and the health impacts of climate change, and

CME credits for providers regarding climate change.

Support for Student-led Initiatives

Support for students involves funding for research projects, faculty involvement (including the local branch

of MS4SF), and volunteering opportunities through the larger undergraduate campus. In addition, the

newly formed Sustainability Plan Committee includes significant student representation.

Recommendations: There is no incentive for students to take valuable time away from their education to

engage in sustainability/QI projects with the health system. Funding, or even curricular credit, would

change that. In addition, funding earmarked specifically for planetary health research projects would spur

the development of those projects.

2021-2022 Summary Report

United States

D+

Sustainability

VCU School of Medicine offers recycling options, employed green building design in the recent medical

school facility, and promotes sustainable transportation. Additionally, VCU Health has a newly appointed

Sustainability Director, who is working to oversee sustainability efforts.

Recommendations: No meaningful efforts have been made to divest from fossil fuels. In addition, there

are no sustainability guidelines or procurement requirements for events, no efforts to make lab spaces

more sustainable, and no efforts to retrofit old buildings.

Overall

119PHRC APRIL 2022

Washington State University

Expanded score explanations can be found at phreportcard.org.

F+

Planetary Health Curriculum

The Washington State University Elson S. Floyd College of Medicine does have several examples of

planetary health in the pre-clerkship curriculum, championed by individual instructors. However, there are

no specific courses, lectures, or learning objectives that tie in planetary health.

Recommendations: There should be a purposeful integration of planetary health into the core curriculum.

Initial steps could include adding planetary health learning objectives to lectures and case-based-learning.

D+

Interdisciplinary Research in Health and the Environment

The WSU College of Medicine is a member of the Global Consortium on Climate and Health Education.

WSU has the Center for Environmental Research, Education, and Outreach (CEREO) and the Center for

Sustaining Agriculture and Natural Resources. However, there is no planetary health research associated

with the College of Medicine, nor a process for communities affected by climate injustice to have a role in

research decisions.

Recommendations: The WSU College of Medicine could host a symposium directly related to planetary

health, recruit researchers and projects that examine the health impacts of climate change, or create a

system for communities affected by environmental injustice to influence research.

D-

Community Outreach and Advocacy

The WSU College of Medicine does partner with some community hospitals which have patient education

materials on environmental health exposure and climate health impacts. There are also student groups

which partner with community organizations promoting environmental health. Unfortunately, the College of

Medicine itself does not have any meaningful community outreach relating to planetary health.

Recommendations: There should be more community partnerships relating to planetary health, including

community-facing events, regular sustainability communications, or CME courses.

Support for Student-led Initiatives

The area of greatest strength for the WSU College of Medicine is the support given to student-led

planetary health initiatives. There are two faculty-supported student groups, which have held many co-

curricular events. Opportunities through WSU Pullman campus include a Student Green Fund, CEREO,

and a graduate student liaison to the WSU Sustainability and Environment Committee.

Recommendations: University wide student opportunities should be more clearly advertised in the

College of Medicine. Additionally, the institution should begin to host co-curricular planetary health events.

2021-2022 Summary Report

United States

Sustainability

The WSU College of Medicine does have some sustainable practices, such as recycling and LEED

certification. However, there are insufficient goals to reduce carbon emissions, no compost accessible to

students and faculty in the College of Medicine, and no sustainability guidelines for campus dining,

supplies, lab spaces, or campus events. There has also been no move to divest from fossil fuels.

Recommendations: The institution should implement a composting program and sustainability guidelines

for campus activities. The university is updating goals for carbon reduction and neutrality, which should be

mirrored by the College of Medicine. Finally, divestment from fossil fuels should be considered.

The 2021-2022 Planetary Health Report Card is the third iteration of the initiative,

now with more participating schools, a larger, international leadership team, and

refined metrics. Despite our extensive efforts to hone this initiative’s metrics,

process, and impact, we recognize that there are some limitations, as outlined below.

LIMITATIONS

120PHRC APRIL 2022

Despite our efforts to anticipate limitations in the international generalizability of

metrics and to refine metrics for a global audience, we recognize that the metrics were

originally developed with the U.S. medical education system in mind and as a result,

there may be some unintentional cultural bias. Last year’s metrics were refined in

response to feedback from participating teams with the aim of becoming a uniform

international document. There were significantly fewer discrepancies this year.

However, as German universities do not have endowments, institutional divestment

was deemed not applicable for some institutions and therefore one metric was

removed from those German schools. As we continue to expand globally, we will work

to anticipate and respond to feedback regarding international generalizability and

cultural bias.

INTERNATIONAL GENERALIZABILITY

OVERALL GENERALIZABILITY

While we do our best to keep our metrics specific and clear with guidelines for

evaluation and accompanying examples, the report card does have some degree of

subjectivity given that metrics are interpreted by students and staff at different

medical schools. For example, teams at different schools may have differences in their

interpretation of what constitutes content being covered “briefly” vs “in depth” in the

curriculum. Although all report cards were read and edited by members of the

leadership team to maximize consistency, this subjective element cannot be avoided

completely. In the future, we hope to formally evaluate inter-rater concordance.

121PHRC APRIL 2022

AUTHORS & LEADERSHIP

C0-DIRECTORS

Karly Hampshire

Founder and Co-Director

University of California San Francisco

School of Medicine, 4th Year

LEADERSHIP TEAM MEMBERS

Megan Duckworth

Communications Co-Chair

Alpert School of Medicine

Brown University, 4th Year

Brigette Torrise

Communications Co-Chair

University of Virginia

School of Medicine, 4th Year

Nuzhat Islam

Design Chair, Co-Founder

University of California San Francisco

School of Medicine, 4th Year

Hannah Chase

Co-Director

University of Oxford Medical School,

4th Year (Graduate entry)

Taylor Diedrich

Implementation and Analytics Chair

Indiana University

School of Medicine, 2nd Year

Narun Tantichirasakul

Partnerships and Recruitment Co-Chair

King's College London

GKT School of Medical Education, 4th Year

Sonja France

Regional Lead: Western U.S.

University of Washington

School of Medicine, 2nd Year

Emily Gentile

Regional Lead: Northeastern U.S.

University of Massachusetts Medical School,

4th Year

Trizzha Feliciano

Partnerships and Recruitment Co-Chair

University College London Medical School,

4th Year

Stella Protopapas

Regional Lead: Midwestern U.S.

Indiana University

School of Medicine, 2nd Year

Travis Wilson

Regional Lead: Southeastern U.S.

Emory University

School of Medicine, 4th Year

James Lee

Regional Lead: United Kingdom

Brighton and Sussex Medical School

4th Year

Madhumita Kolluri

Regional Lead: United Kingdom

Peninsula Medical School,

Plymouth University, 5th Year

122PHRC APRIL 2022

AUTHORS & LEADERSHIP

LEADERSHIP TEAM MEMBERS (CONT.)

Isabel Waters

Regional Lead: Ireland

Trinity College Dublin

School of Medicine, 4th Year

Triya Ramburn

Regional Lead: Canada

McGill University, Faculty of Medicine

and Health Sciences, 4th Year

Anna Mumm

Regional Lead: Germany

University of Ulm

4th Year

Dr. Med Jörg Schmid

Regional Lead: Germany

University of Würzburg

General Practitioner Training in Munich

GRAPHIC DESIGN & EDITORS

Nuzhat Islam

University of California San Francisco

School of Medicine, 4th Year

Anandita Pattnaik, MBBS

Regional Lead: India

London School of Hygiene and Tropical Medicine

Pursuing Master's in Public Health

Marie-Luise Franz

Regional Lead: Germany

University of Lübeck

5th Year

Karly Hampshire

University of California San Francisco

School of Medicine, 4th Year

Hannah Chase

University of Oxford Medical School,

4th Year (Graduate entry)

Taylor Diedrich

Indiana University

School of Medicine, 2nd Year

Isabel Waters

Trinity College Dublin

School of Medicine, 4th Year

123PHRC APRIL 2022

FACULTY ADVISORY BOARD

ADVISORY BOARD MEMBERS

Katherine Gundling, MD

University of California San Francisco

United States

SanYuMay Tun, MBBS, MSc, FHEA

University of Oxford

United Kingdom

Katharina Wabnitz, MD, MSc

University of Ottawa

Canada

Husein Moloo, MD MSc MPH FRCSC

Ludwig-Maximilians-Universität München

Germany

MEDICAL SCHOOL REPORT CARD TEAMS

124PHRC APRIL 2022

CANADA

Dalhousie University

Reba McIver

Emma McDermott

Jacqueline Mincer

GERMANY

Rheinisch-Westfälische Technische

Hochschule Aachen (RWTH Aachen

University)

Sophia Barth

Alisa Dannenberg

Lea Elsholz

Westfälische Wilhelms-Universität

Münster (University of Münster)

Kyra Lilier

Franziska Köster

Julian Steffens

Justus-Liebig-Universität Gießen

(University of Giessen)

Leonard Maier

André Moll

Carina Körner

Julius-Maximilians-Universität

Würzburg (University of Würzburg)

Anna Mumm

Miriam Gieseke

Johanna Simon

Luise M.C. Evers

Johannes Gutenberg-Universität

Mainz (University of Mainz)

Mikio Weiss

Juliane Rößler

Alexander Stern

Meriel Fitzgerald

Juliana Ali

Jessica Johnson

McGill University Faculty of Medicine

and Health Sciences

Ericka Iny

Tania Morin

Samir Gouin

University of Toronto

Kabisha Velauthapillai

Gurleen Kaur

Nicholas LeBel

Michelle Lim

University of Ottawa

Niève Séguin

Sahil Arora

Vanessa Bournival

Andréa Brabant

Alex Kevorkov

Shiyang (Alice) Shen

Lina Chen

Liam Quatermain

Maria Madana

Harsh Naik

Tiffany Ni

Bhagyashree Sharma

Anne Heiligers

Juliane Küchenhoff

Louise Nosjean

Lina Francke

Carlotta Berg

Miriam Hobbhahn

Lisa Nieberle

Magdalena Maurer

Hari H. Seereekissoon

Anna-Katharina Steilen

Lara Tietz

MEDICAL SCHOOL REPORT CARD TEAMS

125PHRC APRIL 2022

IRELAND

National University of Ireland,

Galway

Esmeralda Cecilie Pérez

Gabrielle McDonagh

Hannah Mosnier

Mahpara Jahan

Heather Hassett

University College Cork

Harsha Daswani

Emilie Mesec

Peter O’Sullivan

Royal College of Surgeons in Ireland

Linh Vu

Kathryn Haley

University College Dublin

David Killilea

Ola Nordrum

Gavin McDaid

Iulia Cornila

Trinity College Dublin

Iffat Khalid

James Cole

Alannah McMahon

Orfhlaith Stedje

Sophie Bannon

Emily Wallace

Nicky Glennon

Sophie O’Byrne

Darragh Harrington

JAPAN

Nagasaki University

Mitsuo Sase

Elaine Joy

Sean Treacy

Victoria Matuschka

Khadijah Jilani

Pooja Amirnani

Ekanki Chawla

Dylan Dimond,

Zahraa Dhuhaibawi

Lulwa Alabbasi

Isabel Waters

Sana Zulfiqar

MEDICAL SCHOOL REPORT CARD TEAMS

126PHRC APRIL 2022

UNITED KINGDOM

Hull York Medical School

Grace Peaston

Sujata Shrestha

Khunassanan

Nunthakunatip

Charlotte Macauley

Newcastle University (United Kingdom)

Alice Galbraith-Olive

Rachel Holliday

Keele University

Lauren Franklin

Angelus Cyrus

Newcastle University Medicine

Malaysia

Chieng Shin Ying

Palihawadana Arachchige

Lavanya Senari

Wijegunathileke

Christina Regi

Rabia Bashir

Alicia Dhesi

Prakalya Prabaharan

Teoh Yong Xuan

Pang Jie Yun

Goh Rong Hao

Lydia Dawes

Sian Brown

Cardiff Medical School

Siena Hayes

Brighton and Sussex Medical School

Stefania Tsatsari

Dearbhla Mcilroy

Yasmin Tyson

Charlotte Spring

Amy Sanders

Maria Barbot

Barts and The London School

of Medicine

Parsa Nazari

Hamza Anwar

Madeleine Jones

Rosa Hughes

Lucy Warr

Laveinia Godfrey

Zahrah Khan

Nayana Jain

Amy Yi-Lin Ng

Alfred Ellis

Ler Tu Seah

Erina Hiyoshi

Leila Inabi

Edinburgh University Medical School

Maureen Nwabueze

Jo Vi Lim

Rui Shian Lee

Sophie Stewart

Zari Bhatti

Sheriff Okesanyo

Ruvarashe

Ushewokunze

Norwich Medical School

Dafni Manthiou

Disara Hettiarachchi

Charlotte Letley

Shakithya Thavakumar

Peninsula Medical School at

University of Plymouth

Niamh McCormack

Madhumita Kolluri

Abisola Ipaye

Alannah Ball-Wood

Areen Tawil

Asma Syed

Hafsa Nasir

Hana Younis

James Reynolds

Liberty-Isabelle Todd

Matthew Hallgath

Sabrina Gauchan

Muskaan Sharma

Saskia Kinghorn

Oxford University Medical School

Chloe Freeman

Hannah Chase

Tabitha Pring

Clara Portwood

Iman Awan

Georgina King

Jessy Jindal

Roshan Karthikappallil

Queen's University Belfast

Victoria England

Fionan McBride

Hannah McPhee

Mhairi Cowan

Riley Westwood

Rhiannon Wells

Ryan McFall

Samuel Scholes

Sarah Connon

MEDICAL SCHOOL REPORT CARD TEAMS

127PHRC APRIL 2022

UNITED KINGDOM (CONT.)

University of Buckingham

Victoria Khaukha

University of Sheffield

Esma Akhtar

St. George's, University of London

William Nash

Amy Evans

Bithi Sahu

Jonathan De Oliveira

Swansea University

Charlotte Nicholls

Tanvi Thomas

University of Exeter

Daisy Campen

Will Downs

University College London

Trizzha Feliciano

Catherine Napper

Luisa Alamo-Gomez

University of Glasgow

Dawn Lee

Elise McFarland

Ann-Elin Myhre

University of Aberdeen

Caitlin Gilchrist

Hannah Holden

University of Birmingham Medical

School

Rhea Khosla

Vindhya Maripuri

Mark Baker

Catherine Mills

Julia He

Grace Leyland

University of Cambridge

Rachel Boixadera

Mohamed Bushry Basheer

George Carew-Jones

Nicole Sime

Rebecca McEwan

University of Bristol

Sruthi Nair

Isra Saalax

Lucy Harrison

University of Leeds

Austin Keane

Chiara Del Galdo

Fatika Waseem

Jessica Burt

Oliver Sargeant

Rebecca Archer

University of Leicester

Anmol Landa

Ewan Tait

Naomi Richardson

University of Liverpool

Selina Aziz

Amy Bullock

Rebekah Hagan

Lilly Lang

Dorothy Lau

Courney Murray

Sinead McSorley

Htet Naing (Wendy)

Mild Tangchalermkul

Anisha Singh

Becky Thomas

Monica Kulkarni

Ananya Subramanaian

Juliette Goodwin

Ridhi Surti

Sarthak Sinha

Shiwei Ooi

Shuya Sheng

Tchomig Forder

MEDICAL SCHOOL REPORT CARD TEAMS

128PHRC APRIL 2022

UNITED STATES

Geisel SOM at Dartmouth

Kali Smolen

Jessinta Palack

Meera Nagarajan

Brown University

David Dorfman

Daniel Parra

Daniel Hu

Ellie Dorchuck

Darby Keirns

Ellen Townley

Natalie Bolton

Marie Dix

Alexandria Jones

Indiana University

Taylor Diedrich

Stella Protopapas

Columbia University

Alex Northrop

Sonora Yun

Jonathan Bailey

The Ohio State University College of

Medicine

Elizabeth Auckley

Ariunaa Bayanjargal

Emily Fortman

Lily Lin

Sarah Pajka

Creighton University

Oregon Health & Science University

Elise Brannen

Erin Morrow

Brian Redline

Cassandra Kasten-Arias

Bailey Reynolds

Abby Shettig

Sarah Becker

Sruthi Eapen

Nora Fisher-Campbell

Emory University

Anisa Iqbal

Ben Rabin

Caroline Chivily

Claire Lucia Castellano

Eashan Kumar

Margaret Tharp

Margaret Wang

Emma Wilcox

Boston University

Candace Smith

Matthew Lam

Maya Mathews

Shailee Parekh

Yanick Tade

Jordan Terschluse

Theresa Thomas

Loyola University Chicago

Stritch School of Medicine

Emma Stewart

Christina Rao

Sara Alattar

Cassandra Pasadyn

Justine Schneider

Shuchi Sharma

Brianna VanNoy

Adam Wise

Georgetown University

Advait Suvarnakar

George Sidarous

Danielle Abi-Najm

Philopatir Attalla

Mina Tawfiles

Raghav Ranga

Fadi Masoud

Tianzhi Tang

Tuan Azmal Thahireen

Albert Einstein College of Medicine

Linda Nie

Ian Dwyer

Alison Neely

Joy Song

Sarah Van Woy

Ben Hager

Brian Chastain

Kate Pommert

Mehtab Sal

Briana Frink

Emily Burney

Jonathan Sisley

Emaline Laney

Gilda Rastegar

Richard Wu

Travis Wilson

Alexandra Conway

Micah Trautwein

MEDICAL SCHOOL REPORT CARD TEAMS

129PHRC APRIL 2022

UNITED STATES (CONT.)

University of California San

Francisco

Alison Chang

Valerie Kahkejian

Gunnar Mattson

University of Connecticut

Verónica Schmidt

Hanako Agresta

Jessa Sahl

Xenia Bradley

Brittany Denzer

Whitney Kelly

Lukas Sloan

Taylor South

University of Hawai'i

Caleb Ko

Kelli Kokame

Amity Tran

University of Cincinnati

Mitch Singstock

Madeleine Williams, MPH

Nick Weissman

University of Maryland School of

Medicine

Kimia Abtahi

Jeffrey Blackman

University of Colorado

University of Massachusetts

Chan Medical School

Rachael Lyons

Emily Gentile

University of Arizona College

of Medicine- Phoenix

Tyler Bien

Andrea Busicescu

Leah Barnes

Allie Richards

Natalya Bondarchuk

UC Berkeley-UCSF Joint Medical

Program

Meredith Klashman

Heather Amato

Audrey Dellert

Caroline Golino

Edward Wilson

Keanna Chang

Donald De Alwis

Sachin Kuruvilla

Eden Diamond

Helen Mizrach

University of Arkansas for

Medical Sciences

Zainab Atiq

Nickolas Alsup

Morgan Gurel-Headley

Tufts University

Erin Mooz

Anne Mullin

Josh Passarelli

Alex Jenson

Tim Mikulski

Jovanna Figueroa

Colin Hurkett

Caroline Walsh

Armaan Dhillon

Vivian Rajeswaren

Kristin Larsen

Madison Nichols

MaKenzie Presley

Rush Medical College

Charis Crofton

Michalene Collier

Lauren Delmastro

David Hong

Aaron Greenspun

Kristen Hulbert

Emma Klug

Uddish Mondal

Yazmin Rustomji

Emma Ryan

Chris Szewczyk

MEDICAL SCHOOL REPORT CARD TEAMS

130PHRC APRIL 2022

UNITED STATES (CONT.)

University of Washington

Sumner Lawson

Sonja France

Hannah Bawden

Kate Tokareva

Jacob Benson

Nikoli Brown

Kate LeBlanc

Vanderbilt University

Kelsey Barter

Jennifer Connell

Lena Khanolkar

Virginia Commonwealth University

Daniel Walden

Bobby Scott

Washington State University

Ella Jarvik

Shaye Fowler

Amanda Gian

Emily Grant

Robert De Gregorio

University of Utah

Anna Brandes

Baley Kynaston

Ellenor Chi

Keely Kringlen

University of North Carolina

at Chapel Hill

Hope Gehle

Matt Howlett

Olivia Davis

Adelaide Cooke

Simon Ghofrani

Sunaya Krishnapura

Kaitlin McKernan

Erina Horikawa

Leslie Kenefick

Lisa Khairy

Catherine Maier

University of Virginia

Walt Banfield

Farah Contractor

Lena Bichell

Kylie Fultineer

Venkat Kothandaraman

Aly Dwight

University of Minnesota

Anna Rahrick

Lauren Vasilakos

Nick Hable, MPH

Kenzie Keeney

Luke Garcia

Michelle Culbertson

Roman Kovtun

Madeleine Isler

Robell Bassett

Ellen Guyer

Kacie Cummings

Mikayla Engstrom

Ariana Garabedian

Jessica Bryant

Leah Reichle

Margaret Hofstedt

Brigette Torrise

Initha Setiady

Abby Halm

University of Michigan

Navjit Girgla

Maximilian Wagner

Jacqueline Lewy

Payge Barnard

Katherine Foug

Jessie Dalman

Evelyn Matei

Claire Ford

Emmanuel Mgboji

Christian Mackey, MPH

Natalie Baxter

Naomi Parker

Colby Foster

Aaron Rosenblum

Prasanna Vankina

131PHRC APRIL 2022

ACKNOWLEDGEMENTS

Thank you to White Coats 4 Black Lives and their impactful Racial Justice Report

Card for inspiration.

Thank you to the Planetary Health Alliance, who gave us the opportunity to

present this idea at the 2019 Planetary Health Annual Meeting.

Thank you to Medical Students for a Sustainable Future, a national group of

medical students advocating for planetary health, for your wonderful, supportive

community and collaboration.

Thank you to the Global Consortium on Climate and Health Education (GCCHE)

and Dr Cecilia Sorensen for your ongoing support and guidance, as well as a

generous grant to cover ongoing technology platform subscriptions and expertise

support including translation stipends.

Thank you to our Faculty Advisory Board members (see above) for helping steer

and encourage the rapid expansion of the initiative this year in many ways,

including sharing additional contacts in other healthcare professions to

facilitate interprofessional collaboration. In particular, thank you to Katherine

Gundling, who has been mentoring this project since its inception.

In addition to those highlighted on the previous pages, we would also like to

specifically thank the following individuals for their assistance over the years:

Arianne Teherani, PhD

Sheri Weiser, MD, MPH, MA

Tom Newman, MD, MPH

Bob Gould, MD

Patrice Sutton, MPH

Teddie Potter, PhD, RN, FAAN

Erika Veidis, MBA

Nick Iverson, MD

Amy Collins, MD Shanda Demorest, DNP, RN-BC, PHN

Brittany Shea, MA

Eva-Maria Schwienhorst-Stich, MD,

MScIH

Bennett Kissel, MD

Colin Baylen

Carlos Faerron, MD, MSc

Sarah Hsu

Sarah Schear, MD

Sam Myers, MD, MPH

Rhys Jones, MBChB, MPH, FNZCPHM

Natasha Sood

The creation and development of the Planetary Health Report Card would not have

been possible without the help and inspiration of many individuals and

organisations.

PRACTICE GREENHE ALTH

For more information please visit practicegreenhealth.org.

132PHRC APRIL 2022

UCSF HUMAN HEALT H & CLIMA TE CHANGE

Students from the UCSF Human Health and Climate Change Club founded the

Planetary Health Report Card Initiative. For more information please visit

sustainability.ucsf.edu

WITH SUPPORT FROM:

MEDICAL STUDENTS FOR A SU STAINABLE FUTURE

For more information please visit ms4sf.org.

PLANETARY HEALTH ALLIANCE *

For more information please visit planetaryhealthalliance.org

*The Planetary Health Alliance offered guidance re garding the criteri a for this initiati ve. As an

independent organization, the PHA is not a sponsor of how this report card is used nor t he

results outlined by the report.

Report created with Canva. 
GLOBAL CONSORTIU M ON CLIM ATE AND H EALTH EDU CATION*
For more information please visit publichealth.columbia.edu/research/global-
consortium-climate-and-health-education.
*The Global Cons ortium on Climate and Health Education (GC CHE) served as an advisor for the
report card deve lopment. As an independent initiative, GCC HE is not a sponsor of how this
report card is u sed nor the results outlined by the report .
CONTACT US
Email:       phreportcard@gmail.com
Website:    phreportcard.org
WITH SUPPORT FROM:
133PHRC APRIL 2022
HEALTH CARE WITH OUT HARM
For more information please visit noharm.org.
UC CENTER FOR CL IMATE, HE ALTH AND  EQUITY
For more information please visit climatehealth.ucsf.edu.