Healthcare Sustainability: Educating Clinicians through Telementoring
Abstract
:1. Introduction
2. Research Strategy
2.1. Materials and Methods
2.1.1. The ECHO Model
2.1.2. Climate Change and Human Health ECHO
2.1.3. Healthcare Sustainability Series
2.1.4. Attendance and Registration
2.1.5. Zoom Poll
- “Please choose your level of agreement with the following statement: I understand ways to reduce greenhouse gas emissions in the healthcare sector”.
- “Please choose your level of confidence for the following statement: I am confident that I can take effective action(s) that support reducing greenhouse gas emissions in my workplace”.
2.1.6. Post-Session Evaluation
2.1.7. Curriculum Development and Case Simulation
3. Results
3.1. Demographics and Attendance
3.2. Certificate of Completion
3.3. Post-Session Evaluation
3.4. Zoom Polls
4. Discussion
4.1. Limitations
4.2. Future Directions
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Program Focus by Date | |
---|---|
Date | Title |
1-Feb | Health-Related Effects of the Climate Crisis |
8-Feb | Healthcare Decarbonization: How Health Professionals Can Affect Change at the Workplace |
22-Feb | Healthcare Sustainability and Quality Clinical Care |
1-Mar | The Road to Zero: Climate Goals, Measures, Reporting |
8-Mar | Climate Change Communication: How Health Professionals Can Affect Change at their Work Place—with live simulated case |
15-Mar | Climate Change, Community Health, and Health Equity |
22-Mar | Panel: Clinicians as Advocates for Climate Action and Policy Change (90 min) |
Demographics | # of Responses | Percentage | |
---|---|---|---|
Gender | |||
Missing | 212 | 56.38% | |
Female | 114 | 30.32% | |
Male | 45 | 11.97% | |
Non-conforming | 3 | 0.80% | |
Prefer not to answer | 2 | 0.53% | |
Geography | |||
United States | 200 | 53.19% | |
Missing | 138 | 36.70% | |
Canada | 16 | 4.26% | |
Saint Kitts and Nevis | 5 | 1.33% | |
Brazil | 2 | 0.53% | |
Colombia | 2 | 0.53% | |
India | 2 | 0.53% | |
Austria | 1 | 0.27% | |
Belize | 1 | 0.27% | |
Côte d’lvoire | 1 | 0.27% | |
Germany | 1 | 0.27% | |
Liberia | 1 | 0.27% | |
Madagascar | 1 | 0.27% | |
Mali | 1 | 0.27% | |
Saint Lucia | 1 | 0.27% | |
Sudan | 1 | 0.27% | |
Trinidad and Tobago | 1 | 0.27% | |
Virgin Islands (British) | 1 | 0.27% | |
Job Scope | |||
Missing | 138 | 36.70% | |
Other (please describe below) | 77 | 20.48% | |
Clinician-Doctor | 59 | 15.69% | |
Public-Health Practitioner | 39 | 10.37% | |
Clinician-Nurse | 26 | 6.91% | |
Educator | 16 | 4.26% |
1 | 2 | 3 | 4 | 5 | N/A | |
Rate your knowledge of the session topic before the session. | 8% | 50% | 33% | 7% | 2% | |
Rate your knowledge of the session topic after the session. | 0% | 12% | 56% | 27% | 5% | |
Will you use what you learned in this session in your work? | 0% | 1% | 22% | 28% | 42% | 7% |
I intend to apply the knowledge and/or skills I have acquired from this activity to my work when in a team environment. | 1% | 1% | 14% | 53% | 32% | |
I am better able to communicate/collaborate with other members of multidisciplinary teams. | 1% | 0% | 14% | 57% | 28% | |
I am better able to discuss how teamwork can contribute to continuous and reliable patient care. | 1% | 2% | 24% | 49% | 24% | |
This session has increased, improved, or positively impacted my: (Select all that apply) | ||||||
Knowledge | 93% | |||||
Skills | 25% | |||||
Performance | 16% | |||||
Patient Outcomes | 8% | |||||
No Change | 3% | |||||
What factors will keep you from using the content of this session in your work? (Select all that apply) | ||||||
No opportunities to apply in my work | 14% | |||||
Need more training | 30% | |||||
Lack of time | 25% | |||||
Lack of resources | 29% | |||||
Other (describe below) | 13% | |||||
There are no barriers to using what I learned | 26% |
Pre-Zoom N = 31 n (%) | Post-Zoom N = 31 n (%) | |
---|---|---|
Strongly agree | 4 (12.9%) | 6 (19.3%) |
Agree | 15 (48.4%) | 21 (67.8) |
Neither agree nor disagree | 7 (22.6%) | 4 (12.9%) |
Disagree | 5 (16.1%) | 0 (0.0%) |
Strongly disagree | 0 (0.0%) | 0 (0.0%) |
Pre-Zoom N = 31 n (%) | Post-Zoom N = 31 n (%) | |
---|---|---|
Completely confident | 2 (6.5%) | 3 (9.7%) |
Fairly confident | 12 (38.7%) | 10 (32.3%) |
Slightly confident | 5 (16.1%) | 5 (16.1) |
Somewhat confident | 9 (29.0) | 12 (38.7%) |
Not at all confident | 3 (9.7%) | 1 (3.2%) |
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Share and Cite
Katzman, N.F.; Pandey, N.; Norsworthy, K.; Maury, J.-M.; Lord, S.; Tomedi, L.E. Healthcare Sustainability: Educating Clinicians through Telementoring. Sustainability 2023, 15, 16702. https://doi.org/10.3390/su152416702
Katzman NF, Pandey N, Norsworthy K, Maury J-M, Lord S, Tomedi LE. Healthcare Sustainability: Educating Clinicians through Telementoring. Sustainability. 2023; 15(24):16702. https://doi.org/10.3390/su152416702
Chicago/Turabian StyleKatzman, Neil F., Navin Pandey, Kent Norsworthy, John-Michael Maury, Sabrina Lord, and Laura E. Tomedi. 2023. "Healthcare Sustainability: Educating Clinicians through Telementoring" Sustainability 15, no. 24: 16702. https://doi.org/10.3390/su152416702