Mapping climate change and health into the medical curriculum: co-development of a "planetary health - organ system map" for graduate medical education

Purpose -- Within the context of a review of a Doctor of Medicine graduate curriculum, medical students partnered with faculty staff to co-develop a novel curriculum resource exemplifying the integration of planetary determinants of health into existing medical curricula. Method -- We undertook qualitative methodologies involving a planetary health literature review and curriculum mapping exercise in three parts between April 2018 -- May 2021. In part one, a student focus group sought students' perceptions on opportunities for climate-change related teaching. Part two involved two 5-hour workshops that mapped planetary health principles to classical organ systems-based teaching areas. Part three consisted of curriculum mapping expert review. Results -- Participatory workshops involved 26 students and positioned students as leaders and partners in curriculum development alongside academics and clinicians. Final synthesis produced a comprehensive infographic rich document covering seven organ systems plus healthcare's ecological footprint, the role of medical students and opportunities for applied skills and behaviours. Conclusions -- The student--staff co-production method adopted here promotes higher order relational and extended abstract reasoning by students, the ultimate task of any higher education. This approach, and the open access resource generated, provides an integrated and novel planetary health framework, supporting students to be leaders for a sustainable future.