Recordings

Plenary Session 1

Plenary Session 2

Concurrent Session 1

Concurrent Session 1.A - DeVries Centre Auditorium

Concurrent Session 1.B - DeVries Centre 106

Concurrent Session 1.C - DeVries Centre 114

Concurrent Session 2

Concurrent Session 2.A - DeVries Centre Auditorium

Concurrent Session 2.B - DeVries Centre 106

Transdisciplinary Panel

Plenary Session 3

Conference Posters

Global Health Perspectives 

Elizabeth Burgess-Pinto, RN, PhD. MACEWAN UNIVERSITY
Mary Asirifi, RN, PhD. MACEWAN UNIVERSITY
Mona Haimour, MN, MPH. MACEWAN UNIVERSITY
Svitlana Danchak, PhD. TERNOPIL NATIONAL MEDICAL UNIVERSITY
Lyudmyla Mazur, MD, PhD. TERNOPIL NATIONAL MEDICAL UNIVERSITY 

Since 2017, faculty members from Ternopil National Medical University (TNMU) in Ternopil, Ukraine and from MacEwan University, Edmonton, Canada, have collaborated to co-create a senior elective called “Global Health Perspectives”. In 2023, the collaboration included the University of Ghana. This course is framed by the Planetary Health concepts of relationality, sustainability, and ways of knowing and is intended to provide students with opportunities to recognize and understand their collective responsibilities in addressing current and future planetary health issues and to develop as global citizens and health care professionals. Transdisciplinary perspectives from Sociology, Business, Public Health, and Medicine are included. The course focus changes each year and in 2023 the topic was Conflicts and Disasters. While the course started as an in-person field study, due to the COVID pandemic and the war situation, it is now an online format in which students are partnered to work on projects and have intercultural conversations while they explore the complex health challenges that arise from the interdependent relationships that exist between living organisms and their socioecological systems. Strategies implemented in shaping this cross-border online approach to Planetary Health education will be described.

Case-Based Learning Approach to Discuss the Roles of Physicians in the Face of the Planetary Health Crisis in British Columbia

Sarah Chae, SIMON FRASER UNIVERSITY
Tim Takaro, PhD. SIMON FRASER UNIVERSITY
Kate Tairyan, PhD. SIMON FRASER UNIVERSITY 

Our incredible planet has limits to its bounty and in 2023, 6/9 boundaries are exceeded with profound implications for health. As trusted sources of information, healthcare practitioners need an understanding of both the clinical and environmental implications for patient well-being. This study examines a case-based learning (CBL) approach to integrate clinical reasoning with theoretical knowledge related to planetary health (PlH), for medical education at Simon Fraser University’s new medical school (SFU) where PlH is one of seven pillars. We surveyed literature to identify medical school curriculums, optimal CBL design practices, and formulate an innovative CBL model for SFU. The approach encompassed an environmental scan, a rapid review, and the creation of a novel case study framework using a case of pediatric asthma exacerbated by wildfire smoke. Next, we plan to gather qualitative feedback from stakeholders, students, family physicians, and PlH experts, other key-informants to refine our learning case, as a part of embedding PlH into SFU's medical and public health curriculum. Anticipating transformative impacts, we assert that the integration of PlH through CBL will be a pioneering advancement for medical education and community health in BC, particularly if integrated well with Indigenous knowledge, another pillar of the new school.

Implementing the Planetary Health Education Framework: Creating Planetary Health Education Tools for Undergraduate and Graduate Nursing Students

Laura Reifferscheid, RN, PhD student. UNIVERSITY OF ALBERTA
Lindsay Komar, RN, MN. UNIVERSITY OF ALBERTA
Tanya Park, PhD. UNIVERSITY OF ALBERTA
Dianne Tapp, RN, PhD. UNIVERSITY OF ALBERTA
Barbara Astle, RN, PhD, FCAN, FAAN. TRINITY WESTERN UNIVERSITY 

Planetary health education facilitates the development of a planetary health lens through which to view and recognize the interconnectedness of human health and Earth’s natural systems; however, corresponding curriculum change is lagging. The purpose of this work was to use the Planetary Health Education Framework (PHEF) to develop educational tools that address planetary health education needs of nursing students. We used the PHEF to guide development of two asynchronous resources for nursing students: 1) an online module aimed at providing undergraduate students with the knowledge and resources required to develop a planetary health lens; 2) a professional development resource for graduate students, identifying considerations for applying planetary health to education, research, and clinical practice. The PHEF was used as a scaffold for organizing content in both educational tools, with the key concepts in each of the Framework domains used to guide development of learning outcomes, resources, and activities. The PHEF provided a systematic way to address key concepts of planetary health, while allowing for the flexibility needed to address different learner audiences. Language used in the Framework was consistent with core concepts of nursing curriculum, which simplified the process of connecting planetary health to multiple aspects of nursing knowledge and practice.