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

Agardh, Charlotte LU ; Bielik, Julia ; Ekman, Anna Theresia ; Velin, Lotta and Van Wees, Sibylle Herzig (2024) In BMJ Global Health 9(11).
Abstract

Introduction The 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. Methods This 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... (More)

Introduction The 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. Methods This 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. Results Three 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 The second theme (2) € global health and sustainable development teaching is inconsistent and somewhat outdated', highlights that there is an assumption that global health and sustainable development can be self-taught.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. Conclusion This 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.

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author
; ; ; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Global Health, Health education and promotion
in
BMJ Global Health
volume
9
issue
11
article number
e015107
publisher
BMJ Publishing Group
external identifiers
  • pmid:39496361
  • scopus:85213812351
ISSN
2059-7908
DOI
10.1136/bmjgh-2024-015107
language
English
LU publication?
yes
id
f5b7e345-bde1-4f36-a50e-8fade7f365cf
date added to LUP
2025-02-24 16:05:32
date last changed
2025-07-29 04:29:22
@article{f5b7e345-bde1-4f36-a50e-8fade7f365cf,
  abstract     = {{<p>Introduction The 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. Methods This 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. Results Three 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. Conclusion This 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.</p>}},
  author       = {{Agardh, Charlotte and Bielik, Julia and Ekman, Anna Theresia and Velin, Lotta and Van Wees, Sibylle Herzig}},
  issn         = {{2059-7908}},
  keywords     = {{Global Health; Health education and promotion}},
  language     = {{eng}},
  number       = {{11}},
  publisher    = {{BMJ Publishing Group}},
  series       = {{BMJ Global Health}},
  title        = {{From curriculum to clinic : A qualitative study of junior doctors' perceptions of global health and sustainable development}},
  url          = {{http://dx.doi.org/10.1136/bmjgh-2024-015107}},
  doi          = {{10.1136/bmjgh-2024-015107}},
  volume       = {{9}},
  year         = {{2024}},
}