Practical tools to align planetary health objectives within the current Liaison Committee on Medical Education accreditation Process

Abstract

The preparedness of health professionals to address the climate crisis is increasingly important for the health and well-being of society at large. As society grapples with mounting health consequences of a changing climate, the crisis also presents an opportunity to emphasize planetary health principles in medicine and care delivery. The preparedness of physicians to address climate change and apply principles of planetary health will shape strategies to optimize individual and population health, healthcare delivery, and the health sector. The Liaison Committee on Medical Education (LCME) accreditation standards do not currently reference climate change nor planetary health explicitly. LCME has a vested interest in improving physician workforce preparedness to meet the needs of patients and society, and consideration of climate change and planetary health in these standards is an important future step for LCME. In the meantime, the current accreditation standards offer some opportunity for students and faculty to align curricular efforts or initiatives on climate change and planetary health at their institution. The authors present practical tools highlighting multiple avenues for integrating planetary health concepts into medical education such as sustainability, resilience, and curriculum. Using existing LCME standards and data collection instruments, the authors showcase how medical students, instructors, and other leaders can incorporate planetary health concepts into the accreditation process. This approach aims to leverage accreditation to advocate for planetary health efforts and build momentum for grassroots policy change within physician training programs.