Table 2 Assessing the student perspective on current sustainable healthcare teaching in the medical curriculum. Percentages to 2 significant figures
Statement | Strongly disagree | Disagree | Neither agree nor disagree | Agree | Strongly agree |
|---|---|---|---|---|---|
My course has made it clear that it is a GMC requirement for newly qualified doctors to understand and utilise the principles of sustainable healthcare in their medical practice. | 51 (31%) | 79 (48%) | 17 (10%) | 13 (8.0%) | 3 (1.8%) |
I have been formally taught what sustainable healthcare is. This can be defined as “education about the impact of climate change and ecosystem alterations on health, and the impact of the healthcare system on the aforementioned” (CSH Networks). | 84 (52%) | 63 (39%) | 13 (8.0%) | 2 (1.2%) | 1 (0.6%) |
I have been formally taught about environmentally friendly plans already established in the NHS. | 86 (53%) | 64 (39%) | 9 (5.5%) | 4 (2.4%) | 0 (0.0%) |
I would feel confident in answering questions about sustainable healthcare in an exam setting. | 104 (64%) | 46 (28%) | 8 (4.9%) | 5 (3.1%) | 0 (0.0%) |
More teaching is needed about sustainable healthcare in the medical curriculum. | 2 (1.2%) | 5 (3.1%) | 10 (6.1%) | 51 (31%) | 95 (58%) |
There is time and space available in the curriculum to incorporate teaching about sustainable healthcare. | 9 (5.5%) | 24 (15%) | 51 (31%) | 60 (37%) | 19 (12%) |