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This article discusses a case study conducted by the University of Notre Dame, Australia, and the University of Tasmania, which aimed to engage students in the co-design and delivery of an interprofessional program. The study focused on the development of interprofessional practice for preclinical medical students and final year paramedicine students. The students were involved in various aspects of the program, including the design of learning outcomes, development of learning activities, and facilitation of case-based discussions. The outcomes of the program were positive, with students rating the interprofessional approach highly. The article emphasizes the importance of student partnership in shaping health professional education and fostering interprofessional collaboration. [Extracted from the article]

Currently, health professionals are inadequately prepared to meet the challenges that climate change and environmental degradation pose to health systems. Health professions' education (HPE) has an ethical responsibility to address this and must include the health effects of climate change and environmental sustainability across all curricula. As there is a narrow, closing window in which to take action to avoid the worst health outcomes from climate change, urgent, systematic, system-level change is required by the education sector. Measuring, monitoring, and reporting activity using indicators have been demonstrated to support change by providing a focus for action. A review of the literature on the use of indicators in medical education for climate change and health, however, yielded no publications. The framework of targets and indicators developed for implementation of the Sustainable Development Goals (SDGs) by 2030 and the UNESCO initiative of the Education for Sustainable Development provide a guide for the development of indicators for HPE. Engaging stakeholders and achieving consensus on an approach to indicator development is essential and, where they exist, accreditation standards may have a supporting role. Creating capacity for environmentally sustainable health care at scale and pace should be our collective goal as health professions' educators. [ABSTRACT FROM AUTHOR]