As we progress in our roles as future medical leaders, it is increasingly evident that our profession demands a comprehensive response to the urgent crisis of climate change. Beyond ramifications on planetary health, climate change has been linked to the well-being of individual patients and stands as a critical determinant of global health outcomes. This phenomenon exacerbates existing health disparities and poses significant risks to vulnerable populations — children, the elderly, women, those with chronic health conditions, and socioeconomically disadvantaged communities.
Despite mounting evidence that climate change affects health outcomes — from respiratory illnesses to mental health — medical schools have been slow to integrate this critical topic into core curricula. Recognizing its far-reaching impact, we led an initiative at Michigan State University College of Human Medicine (MSUCHM) to drive meaningful change. Our goal was not only to educate students on the health effects of climate change but also to encourage critical evaluation of the health care system’s environmental footprint. This summer, we were proud to receive approval for our longitudinal curriculum proposal.
If you’re a medical student seeking to integrate climate health education into your institution, here are the lessons we learned — and how you can drive this change at your school.
1) Data can help make the case for change.
When we first approached faculty about integrating climate topics into the curriculum, many agreed it was an important issue. However, with an already packed curriculum, they needed clear evidence that this was a priority rather than an additional topic competing for limited time.
To address this, we conducted a needs assessment survey, asking students and faculty:
- Do you think climate change will impact your future patients?
- Do you feel prepared to address climate-related health issues?
- What are the most significant barriers to incorporating this topic into the curriculum?
The responses helped reinforce the importance of this issue:
- A majority of both students and faculty identified climate change as a significant health concern.
- Many students felt unprepared to manage climate-related health issues in clinical practice.
- Faculty were open to integrating climate content but were unsure of the best approach.
By providing concrete data, faculty on the curriculum committee began to see it not just as a relevant topic, but as a clear gap in medical education that needed to be addressed.
2) Timing matters.
At first, we thought that if we made a compelling enough case, faculty would start adding climate content right away. In reality, curriculum revisions take time, and if your school isn’t already making changes, it can be more challenging to gain traction.
Rather than pushing for immediate adoption, we waited until MSUCHM was in the process of revising its curriculum. This timing appeared to be beneficial because:
- Faculty were already open to new ideas.
- We framed climate education as a necessary update, not just an extra topic.
- We could integrate climate topics into existing courses rather than proposing an entirely new one.
If your school is undergoing curriculum revisions, it may be an opportune time to introduce these changes. If not, starting with smaller initiatives such as electives or intercessions can help build momentum and lay the groundwork for future integration.
3) Find the right champions.
Faculty drive curriculum change, but not everyone will be in a position to help. Some may lack time, see climate health as outside their specialty, or have other priorities.
We found the most success with faculty who:
- Taught public health, environmental health, or social determinants of health.
- Had research or clinical experience in climate and health.
- Were involved in curriculum development.
The right faculty champions helped refine our proposal, identify integration points, and navigate the approval process. Finding strong advocates can make all the difference.
4) Make it easy for them to say yes.
One of the biggest challenges was faculty bandwidth. Even those who supported integrating climate education often didn’t have time to develop new lectures from scratch.
To address this, we provided faculty with pre-existing materials rather than asking them to create content themselves. We used Climate Resources for Health Education, which offers:
- Case studies
- Lecture slides
- Standardized learning objectives
Rather than treating climate education as additional material, we framed it as complementary to existing coursework. For example, instead of adding a separate lecture on air pollution and health, we suggested integrating it into pulmonology discussions on asthma and COPD.
If you’re advocating for climate education at your school, bringing practical solutions is key. Identifying existing curricula, case studies, or teaching materials that fit within current courses can reduce faculty workload and increase the likelihood of meaningful implementation.
5) If you want it to last, you need a long-term plan.
Even if climate change education is successfully integrated into the curriculum, it may not remain unless there is a plan to sustain it. Medical school curricula are frequently revised, and without ongoing advocacy, new content can be deprioritized or phased out over time.
To help maintain climate-related education, we established a student-led working group to:
- Check in with faculty to ensure climate topics remained part of the curriculum.
- Gather student feedback to refine and improve content as needed.
Without a long-term strategy, even well-integrated curriculum changes can gradually fade. Ensuring there is a structure in place to maintain and adapt content over time helps create lasting impact.
Final Thoughts: How To Get This Done at Your School
Integrating climate change education into medical school requires a structured approach. Based on our experience, several key steps can help move the process forward:
- Gather data through a needs assessment to demonstrate the gap in the curriculum.
- Align your proposal with curriculum revisions when faculty are more receptive to updates.
- Identify faculty champions who can advocate for climate education in meetings.
- Provide ready-to-use resources to minimize the workload for faculty and make implementation easier.
- Establish a sustainability plan to ensure climate topics remain in the curriculum long term.
Medical students can play a pivotal role in shaping their education, but success requires persistence, a clear strategy, and strong faculty partnerships.
Do you think climate change belongs in medical school curricula? Share in the comments.
Sierra is a fourth-year medical student at MSUCHM, passionate about radiation oncology, health care equity, and sustainability.
Lena is a third-year medical student at MSUCHM with a background and passion for public health, preventive care, and addressing health disparities.
Illustration by Jennifer Bogartz
