From curriculum to clinic: a qualitative study of junior doctors’ perceptions of global health and sustainable development

• Published in: BMJ global health 2024-11, Vol.9 (11), p.e015107
• Main Authors: Agardh, Charlotte, Bielik, Julia, Ekman, Anna-Theresia, Velin, Lotta, Herzig van Wees, Sibylle
• Format: Article
• Language: English
• Subjects: Adult; Attitude of Health Personnel; Curricula; Curriculum; Data collection; Extracurricular activities; Female; Global Health; Health education; Health education and promotion; Hospitals; Humans; Internships; Interviews; Knowledge; Male; Medical education; Medical research; Medical schools; Medical Staff, Hospital - education; Medical Staff, Hospital - psychology; Original Research; Perceptions; Physicians; Qualitative Research; Social exclusion; Social responsibility; Sustainability; Sustainable Development; Sustainable practices; Sweden
• ISSN: 2059-7908; 2059-7908
• DOI: 10.1136/bmjgh-2024-015107

IntroductionThe role of global health and sustainable development in medical education is often debated. However, research regarding medical doctors’ views on the application of their global health knowledge in the clinical setting remains scarce. This study aimed to explore junior doctors’ perceptions of global health and sustainable development, the education they have received on these issues and the relevance of this knowledge in their current and future work.MethodsThis was a qualitative study based on individual interviews conducted between May and June 2022. 16 junior doctors, in mandatory clinical training after completing medical school, were purposively sampled from five Swedish hospitals. Transcripts were analysed using qualitative content analysis.ResultsThree themes were identified. The first theme (1) ‘medical doctors have a role in the transition to a sustainable society’, shows that sustainable development is increasingly perceived as relevant for junior doctors’ clinical work. The second theme (2) ‘global health and sustainable development teaching is inconsistent and somewhat outdated’, highlights that there is an assumption that global health and sustainable development can be self-taught. A discrepancy between what is being taught in medical school and the clinical reality is also recognised. This causes challenges in applying global health interest and knowledge in the clinical setting, which is described in the third theme (3) ‘application of global health and sustainable development is difficult’. This theme also highlights opportunities for continued engagement, with the perceived benefit of becoming a more versatile doctor.ConclusionThis study emphasises the need for conceptual clarity regarding global health in medical education and raises the need for clarification regarding the level of responsibility for integrating sustainable practices in Swedish healthcare settings.