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Medical Teacher Volume 44, 2022 - Issue 10
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Articles

“Concrete ways we can make a difference”: A multi-centre, multi-professional evaluation of sustainability in quality improvement education

Rosanna Spoonera Department of Education, Centre for Sustainable Healthcare, Oxford, UK;b Department of Paediatrics, Gloucestershire Hospitals NHS Foundation Trust, Cheltenham, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-9594-552XView further author information
ORCID Icon,
Victoria Stanforda Department of Education, Centre for Sustainable Healthcare, Oxford, UKView further author information
,
Siobhan Parslow-Williamsa Department of Education, Centre for Sustainable Healthcare, Oxford, UKView further author information
,
Frances Mortimera Department of Education, Centre for Sustainable Healthcare, Oxford, UKView further author information
&
Kathleen Leedham-Greenc Medical Education Research Unit, Imperial College London, London, UKView further author information
Pages 1116-1124 | Published online: 11 May 2022

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Rosie Spooner, Alice Clack, Siobhan Parslow Williams & Frances Mortimer. (2023) Empowering students and health workers to take action on climate change. Medical Teacher 45:4, pages 444-445.
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Articles from other publishers (5)

Asaph Rolnitsky & Chaim M. Bell. (2023) Sustaining Improvement Initiatives: Challenges and Potential Tools. Clinics in Perinatology 50:2, pages 307-320.
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Sheri Scott. (2023) Embedding education into clinical laboratory professional training to foster sustainable development and greener practice. Clinical Chemistry and Laboratory Medicine (CCLM) 61:4, pages 638-641.
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Victoria Stanford, Stefi Barna, Dhruv Gupta & Frances Mortimer. (2023) Teaching skills for sustainable health care. The Lancet Planetary Health 7:1, pages e64-e67.
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Tony Sandset & Eivind Engebretsen. (2022) Sustainable Healthcare Education as a Practice of Governmentality?. Sustainability 14:22, pages 15416.
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Rachel Stancliffe, Aarti Bansal, Georgina Sowman & Frances Mortimer. (2022) Towards net zero healthcare. BMJ, pages e066699.
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