Medical schools around the globe have begun to introduce Planetary Health (PH) into their curricula, but with little evaluation which is needed to help support this field. Introducing new curriculum topics is challenging; PH faces the additional hurdle of not being universally acknowledged as relevant.
This research explores factors that need to be considered when integrating PH into undergraduate medical curricula to prepare graduates for future sustainability endeavours. A meta-ethnography to explore faculty and students’ experiences was performed with findings showing that themes transcended geographical locations. Articles were from Europe, Northern America, or Australasia, demonstrating a potential lack of diversity in its introduction. Additionally, student engagement is key for curriculum change. Faculty enthusiasm and institutional support are essential drivers. Faculty’s lack of knowledge and confidence on teaching PH was apparent, and more training is required. Finally, the adverse impact of climate anxiety on students must not be overlooked.