{"title":"A Scoping Review of Planetary Health Education in Pharmacy Curricula.","authors":"Randilynne Urslak, Simroop Ladhar, Geneviève Gauthier, Shellyza Sajwani, Salmaan Kanji, Robert Pammett, Marie-Cécile Domecq, Christine Landry","doi":"10.1016/j.ajpe.2025.101374","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>Climate change threatens humanity, biodiversity, and global health, with the healthcare system already experiencing its effects. The pharmacy profession must act on environmental sustainability, yet there is a noticeable gap in the literature on how to incorporate this into pharmacy education. Despite interest by pharmacy educators and updates to pharmacy program accreditation standards in some countries, resources on integrating this content remain limited. This scoping review aimed to summarize the extent, range and nature of research and implementation of planetary health content within pharmacy education globally.</p><p><strong>Findings: </strong>A scoping review was conducted using the Arksey and O'Malley framework and the PRISMA-ScR checklist. Nine databases were searched using well-defined inclusion and exclusion criteria. Dual independent reviewers screened and assessed publications for eligibility and data were charted to collate results. The search yielded 1,827 publications, with 16 selected for analysis; providing 28 examples of planetary health content integrated into 25 pharmacy schools across 12 countries. The content was organized using a framework with four main categories: the impact of environmental disruptions on health, the impact of health on the environment, mitigation strategies, and adaptation strategies. Integration varied, occurring across curricula, in mandatory courses, or through electives and extracurricular activities. Teaching methods also varied, with self-directed and didactic learning being the most common.</p><p><strong>Summary: </strong>While still limited, international efforts to integrate planetary health into pharmacy education are growing. This review provides a framework to guide discussions on core competencies for pharmacy curricula.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101374"},"PeriodicalIF":3.8000,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Journal of Pharmaceutical Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1016/j.ajpe.2025.101374","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Objective: Climate change threatens humanity, biodiversity, and global health, with the healthcare system already experiencing its effects. The pharmacy profession must act on environmental sustainability, yet there is a noticeable gap in the literature on how to incorporate this into pharmacy education. Despite interest by pharmacy educators and updates to pharmacy program accreditation standards in some countries, resources on integrating this content remain limited. This scoping review aimed to summarize the extent, range and nature of research and implementation of planetary health content within pharmacy education globally.
Findings: A scoping review was conducted using the Arksey and O'Malley framework and the PRISMA-ScR checklist. Nine databases were searched using well-defined inclusion and exclusion criteria. Dual independent reviewers screened and assessed publications for eligibility and data were charted to collate results. The search yielded 1,827 publications, with 16 selected for analysis; providing 28 examples of planetary health content integrated into 25 pharmacy schools across 12 countries. The content was organized using a framework with four main categories: the impact of environmental disruptions on health, the impact of health on the environment, mitigation strategies, and adaptation strategies. Integration varied, occurring across curricula, in mandatory courses, or through electives and extracurricular activities. Teaching methods also varied, with self-directed and didactic learning being the most common.
Summary: While still limited, international efforts to integrate planetary health into pharmacy education are growing. This review provides a framework to guide discussions on core competencies for pharmacy curricula.
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