Abstract：
BACKGROUND: Climate change is the greatest threat to human health and therefore has a direct impact on the work of physicians. At the same time, the health sector is also an originator of pollutants that burden the climate. The concept of Planetary Health describes, among other things, ways in which the health sector can counter the effects of climate change. Nevertheless, the inclusion of contents on sustainable action in the education of health professionals has not been made mandatory to date. The aim of this study is to answer the question of how an intervention has to be designed so that medical students specifically develop an interest in dealing with the topic on their own.
METHODS: The intervention consisted ofFor evaluation purposes, a qualitative study with guided focus group interviews of attendees was conducted. The fully transcribed focus group transcripts were analysed using Mayring\'s structuring qualitative content analysis. Additionally, we checked the semester evaluation for feedback on the intervention.
RESULTS: Four focus groups comprising n = 14 medical students (11 female, 3 male) were conducted. Dealing with Planetary Health as a topic during medical education was considered relevant. The partially restrained to negative reaction of the teaching practice staff involved to the checklist had a demotivating effect. A lack of time was given as a further reason for not dealing with the topic independently. Participants suggested integrating specific Planetary Health content in mandatory courses and considered environmental medicine to be especially suited. As a didactic method, case-based working in small groups seemed to be particularly appropriate. In the semester evaluation, we found both approving and critical commentaries.
CONCLUSIONS: Participants considered Planetary Health a relevant topic in the context of medical education. The intervention proved to be of limited use in motivating students to deal with the topic independently. A longitudinal integration of the topic in the medical curriculum seems to be appropriate.
CONCLUSIONS: From the students\' perspective, it is important to teach and acquire knowledge and skills regarding to Planetary Health in the future. Despite a high level of interest, additional offers are not being utilised due to a lack of time and should therefore be made part of the mandatory curriculum, where possible.
METHODS: The intervention consisted ofFor evaluation purposes, a qualitative study with guided focus group interviews of attendees was conducted. The fully transcribed focus group transcripts were analysed using Mayring\'s structuring qualitative content analysis. Additionally, we checked the semester evaluation for feedback on the intervention.
RESULTS: Four focus groups comprising n = 14 medical students (11 female, 3 male) were conducted. Dealing with Planetary Health as a topic during medical education was considered relevant. The partially restrained to negative reaction of the teaching practice staff involved to the checklist had a demotivating effect. A lack of time was given as a further reason for not dealing with the topic independently. Participants suggested integrating specific Planetary Health content in mandatory courses and considered environmental medicine to be especially suited. As a didactic method, case-based working in small groups seemed to be particularly appropriate. In the semester evaluation, we found both approving and critical commentaries.
CONCLUSIONS: Participants considered Planetary Health a relevant topic in the context of medical education. The intervention proved to be of limited use in motivating students to deal with the topic independently. A longitudinal integration of the topic in the medical curriculum seems to be appropriate.
CONCLUSIONS: From the students\' perspective, it is important to teach and acquire knowledge and skills regarding to Planetary Health in the future. Despite a high level of interest, additional offers are not being utilised due to a lack of time and should therefore be made part of the mandatory curriculum, where possible.
摘要：
背景：气候变化是对人类健康的最大威胁，因此对医生的工作产生直接影响。同时,卫生部门也是造成气候负担的污染物的起源。行星健康的概念描述，除其他外，卫生部门应对气候变化影响的方式。然而，迄今为止，在卫生专业人员的教育中纳入可持续行动的内容尚未成为强制性的。这项研究的目的是回答如何设计干预措施的问题，以便医学生专门培养自己处理该主题的兴趣。
方法：干预包括出于评估目的，进行了一项定性研究，对参与者进行了指导焦点小组访谈。使用Mayring的结构化定性内容分析对完全转录的焦点小组转录本进行了分析。此外,我们检查了学期评估对干预的反馈。
结果：四个焦点小组，包括n=14名医学生（11名女性，3名男性）进行。在医学教育期间，将行星健康作为主题被认为是相关的。参与检查表的教学实践人员对负面反应的部分限制产生了破坏性影响。缺乏时间是不独立处理该专题的另一个原因。与会者建议将特定的行星健康内容纳入必修课，并认为环境医学特别适合。作为一种说教方法，基于案例的小组工作似乎特别合适。在学期评估中，我们找到了赞成和批评的评论。
结论：参与者认为行星健康是医学教育背景下的相关主题。事实证明，这种干预措施在激励学生独立处理该主题方面的作用有限。在医学课程中纵向整合该主题似乎是合适的。
结论：从学生的角度来看，重要的是在未来教授和获得有关行星健康的知识和技能。尽管有很高的兴趣，由于缺乏时间，额外的报价没有被利用，因此应该成为必修课的一部分，在可能的地方。
方法：干预包括出于评估目的，进行了一项定性研究，对参与者进行了指导焦点小组访谈。使用Mayring的结构化定性内容分析对完全转录的焦点小组转录本进行了分析。此外,我们检查了学期评估对干预的反馈。
结果：四个焦点小组，包括n=14名医学生（11名女性，3名男性）进行。在医学教育期间，将行星健康作为主题被认为是相关的。参与检查表的教学实践人员对负面反应的部分限制产生了破坏性影响。缺乏时间是不独立处理该专题的另一个原因。与会者建议将特定的行星健康内容纳入必修课，并认为环境医学特别适合。作为一种说教方法，基于案例的小组工作似乎特别合适。在学期评估中，我们找到了赞成和批评的评论。
结论：参与者认为行星健康是医学教育背景下的相关主题。事实证明，这种干预措施在激励学生独立处理该主题方面的作用有限。在医学课程中纵向整合该主题似乎是合适的。
结论：从学生的角度来看，重要的是在未来教授和获得有关行星健康的知识和技能。尽管有很高的兴趣，由于缺乏时间，额外的报价没有被利用，因此应该成为必修课的一部分，在可能的地方。
