There is growing recognition of the health impacts of climate change, prompting numerous calls and proposals in recent years for its inclusion in medical curricula. A scoping review was conducted according to JBI methodology to map and assess the integration of climate change and health content in undergraduate medical education globally and to identify existing curricula, educational strategies, and thematic coverage. Three scientific databases were searched for studies and articles that had instances of climate change integration in undergraduate medical curricula. The screening was done in stages following the PRISMA- ScR process, and there were 24 final inclusions. Data extracted include course type, duration, content, year of implementation, motive, challenges, enablers and recommendations. The review synthesized evidence from schools in North America, Europe, and Australia. There was a lack of studies from Low- and Middle-Income Countries (LMICs). The earliest instance of integration of climate change and health education was found to be in 2018, most schools started between 2020 and 2021. Common methods included stand-alone modules, electives, workshops, and modifying existing core curricula to include climate change and health components. Student-led initiatives significantly drove efforts in some schools. Courses emphasized climate change fundamentals, health impacts, vulnerabilities, communication and advocacy, interdisciplinary perspectives, and some practical applications. Challenges included integrating new content into existing curricula, requiring strategic planning and support. Recommendations include core curricular integration, experiential and practical learning, and encouraging research and advocacy.

The authors have declared no competing interest.

The author(s) received no specific funding for this work.

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