Pre–post evaluation of the emotions and motivations for transformative action of medical students in Germany after two different planetary health educational interventions

Abstract

Background: Climate change is the greatest threat to human health. Medical students, as future health-care workers, are important in promoting sustainable behaviours, which are strongly associated with individuals' emotional responses to climate change. At Würzburg University Hospital (Würzburg, Germany), a one-term optional course (40 learning units) about planetary health and two lectures within the curricular course Environmental Medicine were introduced in 2021. We aimed to examine the effects of these courses on the emotions and motivations of students in acting against climate change. Methods: We surveyed medical students from both courses during four consecutive terms during 2021–23 with a pre–post design using an anonymous online questionnaire on EvaSys. The survey consisted of 20 closed questions based on a 5-point Likert scale and six open questions. Quantitative data were analysed with SPSS version 28.0.1.1. Qualitative data were analysed with Kuckartz' qualitative content analysis. Findings: 458 students were initially involved (349 [76%] in the lectures and 109 [24%] in the optional course) and 396 students were involved until the final date (288 [73%] in the lectures and 108 [27%] in the optional course). Mean response rate was 389 (85%) of 458 students pre-survey and 315 (80%) of 396 post-survey. The most frequently reported initial emotions of medical students from both cohorts were “helplessness” (220 [57%] of 389), “fear” (197 [51%]), and “disappointment” (171 [44%]). Only 82 (21%) of 389 students reported having “motivation to act” and 45 (12%) reported having “confidence”. When comparing 176 matched pre-lecture and post-lecture Likert scale values of reported emotions, we observed a significant decrease in “helplessness” (mean difference –0·37, 95% CI –0·2 to –0·53; p<0·0001; d=0·34) and “disappointment” (–0·35, –0·2 to –0·49; p<0·0001; d=0·36) and a significant increase in “confidence” (0·67, 0·82 to 0·51; p<0·0001; d=0·65 and “motivation to act” (0·4, 0·53 to 0·27; p<0·0001; d=0·46). Students associated these changes with options for action offered in the lecture. Interpretation: This pre–post evaluation provides evidence for a positive effect of planetary health education at the university level. Educators should focus on options for action and create space for improving emotional resilience within courses. Funding: None.