A Scoping Review of Planetary Health Education in Pharmacy Curricula

Objectives

Climate change threatens humanity, biodiversity, and global health, with the health care system already experiencing its effects. The pharmacy profession must act on environmental sustainability; however, there is a noticeable gap in the literature regarding its integration 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 (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) checklist. Nine databases were searched using well-defined inclusion and exclusion criteria. Two independent reviewers screened and assessed publications for eligibility, and data were charted to collate results. The search yielded 1827 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 4 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 increasing. This review provides a framework to guide discussions on core competencies for pharmacy curricula.