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Background: The Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) has long recognized and championed increasing diversity within the surgical workplace. SAGES initiated the Fundamentals of Leadership Development (FLD) Curriculum to address these needs and to provide surgeon leaders with the necessary tools and skills to promote diversity, equity, and inclusion (DEI) in surgical practice. In 2019, the American College of Surgeons issued a request for anti-racism initiatives which lead to the partnering of the two societies. The primary goal of FLD was to create the first surgeon-focused leadership curriculum dedicated to DEI. The rationale/development of this curriculum and its evaluation/feedback methods are detailed in this White Paper., Methods: The FLD curriculum was developed by a multidisciplinary task force that included surgeons, education experts, and diversity consultants. The curriculum development followed the Analysis, Design, Development, Implementation and Evaluation (ADDIE) instructional design model and utilized a problem-based learning approach. Competencies were identified, and specific learning objectives and assessments were developed. The implementation of the curriculum was designed to be completed in short intervals (virtual and in-person). Post-course surveys used the Kirkpatrick's model to evaluate the curriculum and provide valuable feedback., Results: The curriculum consisted of interactive online modules, an online discussion forum, and small group interactive sessions focused in three key areas: (1) increasing pipeline of underrepresented individuals in surgical leadership, (2) healthcare equity, and (3) conflict negotiation. By focusing on positive action items and utilizing a problem-solving approach, the curriculum aimed to provide a framework for surgical leaders to make meaningful changes in their institutions and organizations., Conclusion: The FLD curriculum is a novel leadership curriculum that provided surgeon leaders with the knowledge and tools to improve diversity in three areas: pipeline improvement, healthcare equity, and conflict negotiation. Future directions include using pilot course feedback to enhance curricular effectiveness and delivery., (© 2024. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

The current situation in Germany is characterised by significant differences between the two types of higher education institutions offering bachelor's degree programmes in midwifery at both universities of applied sciences and universities. These differences are noticeable in admission procedures, resource allocation, content focus and competence assessment at the respective institutions, which in turn result in heterogeneous study experiences. This article highlights the challenges currently facing bachelor degree programmes and the academic qualification of midwives, and identifies future requirements for the development of degree programmes in theory and practice as well as theory-practice transfer, and assessment formats. Furthermore, this article covers the content-related and structural-organisational requirements to develop in-depth academic skills grounded in theory teaching, the facilitation of clinical placements at an academic level, the training of qualified practical instructors and the development of applicable competence-based assessment formats, especially for the state exam. The development of a standardised, high-quality academic education for midwives in Germany requires networking of the different academic sites/locations to exchange experiences in teaching/learning and assessment formats. Furthermore, it can facilitate the development of a standardised competence-oriented model and core curriculum as well as the definition of quality criteria and standards for study programmes of midwifery science. The Midwifery Science Committee (AHW) in the DACH Assoviation for Medical Education (GMA) offers an optimal platform for cooperation between the different universities. The existing challenges for the further professional development of midwives can only be overcome by collaboration and pooled expertise., Competing Interests: The authors declare that they have no competing interests., (Copyright © 2024 Plappert et al.)

Background: Traditionally, direct medical competences are taught in medical studies, whereas leadership and quality management competences are hardly taught, although graduates are already confronted with management tasks at the beginning of their clinical work. With the upcoming amendment of the Medical Licensing Regulations, this topic area will probably be addressed and must be adequately taught by the faculties. The learning objectives in the area of quality management listed in the current working version of the German National Catalogue of Learning Objectives in Medicine (NKLM) 2.0 have so far been formulated in rather general terms and need to be concretized., Aim: To develop a competence-based learning objectives catalog for the topic area of quality management in medical studies as a structured framework recommendation for the design of faculty teaching-learning programs and as a suggestion for further development of the NKLM., Methods: The competence-based learning objectives catalog was developed by an eight-member working group "Quality Management in Education, Training and Continuing Education" of the Gesellschaft für Qualitätsmanagement in der Gesundheitsversorgung e.V. (GQMG) within the framework of a critical synthesis of central publications. The members of the project group have many years of project experience in quality management in health care as well as in university didactics., Results: Six basic competence goals as well as 10 specific competence goals could be formulated and consented upon. These are each flanked by a list of essential basic concepts and examples. These focus on quality improvements, including patient safety and treatment success against the background of a physician leadership role in an interprofessional context., Discussion: A competency-based set of learning objectives has been compiled that encompasses the necessary concepts and basic knowledge of quality management required for those entering the profession to understand and actively participate in quality management after completing medical school. To the authors' knowledge, no comparable learning objectives catalog is currently available for medical studies, even internationally., Competing Interests: The authors declare that they have no competing interests., (Copyright © 2023 Vogeser et al.)

Background: Personalised medicine (PM) has been fostered by technological and medical advances, but all stakeholders, including healthcare professionals, citizens and policy makers, should achieve adequate health literacy to promote PM implementation. The "Integrating China in the International Consortium for Personalised Medicine" (IC2PerMed) project, funded by the International Consortium for Personalised Medicine, focuses on this issue by highlighting the need to educate healthcare professionals and empower citizens. Within the aforementioned project, building on a mapping of European and Chinese policies in PM, experts in the field of PM participated in an online workshop and a following two-round Delphi survey, in order to identify the priority areas of intervention for healthcare professionals' education and curricula, engagement and empowerment of citizens and patients., Results: Nine experts completed the survey and reached a consensus on seventeen priorities: seven were related to health professionals' education and curricula, whereas ten on citizen and patients' awareness and empowerment., Conclusion: These priorities emphasized the importance of education and health literacy, multidisciplinary and international collaboration, public trust, and consideration of ethical, legal, and social issues. The present experience highlights the relevance of the involvement of stakeholders in informing decision-makers, developing appropriate national plans, strategies, and policies, and ensuring the adequate implementation of PM in health systems., (© 2023. The Author(s).)

Objectives: Unlike the technological advances in cross-sectional imaging, the adoption of CR and DR has been relatively overlooked in terms of the additional radiographer skills and competences required for optimal practice. Furthermore, projection radiography is often referred to as basic, plain or other words suggesting simplicity or entry-level skill requirements. Radiographers' professional identity is connected with the discourse expressed via the language used in daily practice and consequently, if the perception of projection radiography is regarded as simple practice not requiring much reflection or complex decision-making, apathy and carelessness may arise. The purpose of this narrative review was to raise projection radiography from its longstanding lowly place and re-position it as a specialist imaging field., Key Findings: Danish pre-registration radiography curricula contain little mention of projection radiography and a low proportion (n = 17/144; 11.8%) of Danish radiography students chose to focus on projection radiography within publicly available BSc. theses between 2016 and 2020 as compared to topics related to CT and MRI (n = 60/144; 41.7%)., Conclusion: By changing how we as the profession perceive the role and position of projection radiography, we can start to rebuild its lost prestige and demand a greater, more detailed and clinically relevant educational offering from academic partners. For this to commence, the language and terminology we use to describe ourselves and tasks undertaken must reflect the complexity of the profession., Implications for Practice: Regardless of imaging modality, every patient should be assured that a radiographer with expertise in acquiring images of diagnostic quality undertakes their examination. Reclaiming the prestige of projection radiography may lead students and radiographers to recognize projection radiography as a demanding specialist field for the benefit of the patients., (Copyright © 2021 The College of Radiographers. Published by Elsevier Ltd. All rights reserved.)

The history of subjects is often told analysing notions of knowledge in historical reforms, policies, curricula, and textbooks. In this article, we analyse student papers from 1968, focusing on their responses to the topic 'Social distinctions and prejudices in Denmark'. The students present a number of concepts and categories of social differences and prejudices, depict a contemporary problem, refer to theoretical or categorical frameworks, provide a historical account, state bold claims and/or present conceptual definitions. Then, by giving different examples from their everyday life and by establishing some form of line or structure in their writings, they form an argument or narrative. They do this by using—we assume—information from their textbooks, from what have been discussed in teaching, in the public debate, and in the students' homes. The student papers not only passively reflect but are part of the ongoing constitution of the subjects and subject matter, during a period of tremendous educational change. [ABSTRACT FROM AUTHOR]

Background: Dietetics curricula currently fail to meet the educational needs of the future dietetic workforce to contribute expertise in sustainable, healthy food systems in the settings in which dietitians work. A 'Global Networking Event on Sustainable Food Systems in Nutrition and Dietetics Education' was held in June 2023 with the goals of building relationships among international stakeholders and informing the development of shared curricula., Methods: Plenary lectures, panels and roundtable discussions were held over 2 days, designed to provide the background required to generate informed actions. Topics included recent research from practice and education, competency standards and relevant policy documents, examples from the field, 'big questions' about scope and student perspectives. Key messages were summarised thematically to inform educators and national dietetics associations., Results: Fifty-five delegates attended from 11 nations representing education, research, dietetic associations, industry and diverse practice backgrounds. Key priorities identified for educators included co-development of curricular frameworks and pedagogical theory, practical training supports and solutions to limited time and expertise. Key recommendations for national dietetics associations included strategic promotion of sustainable food systems in dietetic roles and practical supports., Conclusions: Outcomes are anticipated to stimulate ongoing discussion, collaboration and actions on sustainable food systems education within the dietetics profession leading to shared curricular models and supports., (© 2024 The Authors. Journal of Human Nutrition and Dietetics published by John Wiley & Sons Ltd on behalf of British Dietetic Association.)

Dental education continuously strives to provide students with positive and meaningful learning experiences. Developing or improving a curriculum usually encompasses three main phases: design, implementation, and evaluation. Most research on curriculum development in dental education has focused on the last two phases. Our commentary addresses this gap by describing a new model for curriculum design that effectively guided the design phase of the complete overhaul of the four-year Doctor of Dental Surgery curriculum at the School of Dentistry, University of Alberta. Built on the strengths of pre-existing curriculum design models, the new model provided enough structure and rigour to support the complexity required during a complete curriculum redesign whilst still allowing sufficient consultation and flexibility to encourage stakeholder engagement. The steps of the new 4P's model (preparation, planning, prototyping, and piloting) and main actions within each step are described. Challenges observed in each step and strategies to address them are reported. Other institutions embarking on renewing or redesigning a curriculum at a program level may benefit from using a curriculum design process similar to the 4P's model. Recommendations are discussed including the inclusion of educational consultants in the curriculum renewal committee, the importance of a leadership that effectively supports curriculum reform, purposeful engagement of stakeholders during each step of the design phase and ensuring that project and change management occur concurrently., (© 2024 The Authors. European Journal of Dental Education published by John Wiley & Sons Ltd.)

Background: The call for nursing education reform has never been louder. National organizations recognize the urgent need to prepare nursing students to practice competently, moving away from traditional teaching and curricula and to competency-based education (CBE) strategies to prepare future nurses for independent clinical practice., Problem: The 2021 American Association of Colleges of Nursing Essentials do not account for the competencies achieved in registered nurse (RN) associate degree and diploma programs. This presents a challenge for RN to bachelor of science in nursing (BSN) program administrators and faculty when designing curricula to meet the new Essentials ., Approach: The Essentials crosswalk created by the National RN-Baccalaureate Faculty Forum serves as a foundational guide for the development of the template models discussed in this article., Conclusion: This article provides a template of instructional models for implementing CBE in RN to BSN programs., Competing Interests: The authors declare no conflicts of interest., (Copyright © 2024 The Authors. Published by Wolters Kluwer Health, Inc.)

Many university educators have argued for a need for academic integrity education as an alternative to a focus on students' and scholars' compliance with academic rules and conventions (Brimble, 2016; Christensen Hughes & Bertram-Gallant, 2016; Hutton, 2006). I argue that the universal ethical-moral discourse of academic integrity disciplines subjects to comply with frequently alienating academic practices. This ethical discourse focuses on individual responsibility, in turn rendering invisible the authority of sometimes dysfunctional and oppressive instructional and summative assessment practices. Taking a Bakhtinian dialogic authorial perspective, the paper calls on students, scholars, instructors, and academic advisors to engage in critical ontological dialogue on diverse responses and motivations in regard to academic demands and deeds. Dialogue on situated instead of universal ethics in academic settings contextualizes and problematizes not just individual actions but also the ethics of the summative assessment regime, the instruction, the curriculum, authority dynamics, and the educational system as a whole. This discussion on academic integrity violations calls on educators to consider the ethical value of separating summative assessment from instruction., (© 2022. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

This study reports on a systematic review of the current status of technology education in primary schools and the terminology used in the fields of technology and engineering education. Additionally, this review highlights crucial aspects of teaching and learning that must not be overlooked when outlining the current state of technology and engineering education, such as students' and teachers' personal factors, classroom communication, and teacher professional growth. Following PRISMA guidelines, two electronic databases were reviewed, Web of Science and Education Resources Information Center. The literature search identified a total of 1206 papers, 125 from Web of Science and 1081 from ERIC. After applying the inclusion and exclusion criteria, 33 papers were selected and evaluated in depth. The results show that research on technology education in primary schools is a growing field of interest but fragmented in focus. Our review is the first to indicate the wide range of technology and engineering education definitions. We also highlight the large heterogeneity of studies focusing on students' and teachers' personal factors and classroom interactions, a finding that may be explained by the unclear concepts and aims of technology and engineering curricula. This study contributes to and supports research and policymaking to better understand the current status, heterogeneities, and challenges in technology and engineering education in primary schools. In addition, we provide first insights to support professional development efforts targeting teachers' technology acceptance and improvement of their technology-related teaching practices.

The architecture, engineering, and construction (AEC) education communities are increasingly facing challenges caused by social, technological, economic, environmental, and political changes. Addressing these issues requires AEC educators and practitioners to systematically rethink and reform many of their current practices. Anecdotal evidence in AEC education already exists with respect to pedagogical improvements made by individual technologies such as immersive computing, artificial intelligence, robotics, big data, cyberinfrastructure, and photogrammetry. However, an effective learning-centered environment is more complex than what any single technology can accomplish. In addition, the relationship between technology-intensive learning and digital inequity in AEC education remains, to the most extent, unclear. We envision the next-generation learning-centered environment for AEC education to be technology-intensive, interdisciplinary, industry-linked, and equitable. This paper aims to present a shared vision of the next-generation learning-centered environment for AEC education. To achieve this goal, two interrelated workshops were organized with the participation of different stakeholders, including researchers, educators, and professionals from multiple disciplines of architecture, engineering, construction, computer science, learning science, education, and social sciences. This paper is based on the combined outcomes of the two workshops, organized in four themes: (1) AEC curricula and industry practice, (2) technology and learning, (3) interdisciplinary education, and (4) digital inequity. This paper contributes to the body of knowledge by creating a pathway to timely reflect on new learning strategies, new technologies, and future industry and societal needs in AEC curricula, thus producing a more adaptive AEC workforce for the 21st century. The findings of this work can be adopted by educators to develop a roadmap for creating the shared vision of the next-generation learning-centered environment for AEC education.

To discuss person-centred care in nursing education and the role of online pedagogy to facilitate meaninful learning. The core principles and values of person-centred care are at the centre of national and international healthcare education. Person-centred care recognises partnerships and relationships between nurses, healthcare practitioners and individual patients, carers and their families and part of the training of healthcare professionals. However, the literature on how person-centred care is taught to facilitate meaningful learning in nursing education particularly in the context of online pedagogy is limited. A critical discussion paper. A critical discussion of person-centred care and online pedagogy that can facilitate teaching practices are presented, drawing on authors' positionality and case exemplars. Teaching person-centred care using online pedagogy appears to have a promising impact on undergraduate and postgraduate nursing students' experiences. Engaging students in critical examination and reflection on the complexities of person-centred care in practice creates meaningful experiential learning for both students and educators. Evidence suggests that the use of online pedagogy is a beneficial and effective way to incorporate the teaching of person-centred care into nursing education, yet more evidence is needed to evaluate its impact on nursing practice. [ABSTRACT FROM AUTHOR]

Today, as more and more people enroll to higher education, educational authorities, and institutions continually need to update their curricula and to find alternative and innovative ways to support the active participation of learners. Student Response Systems (SRSs) have become one of the most common tools used in today's classrooms. Along with the development of technology, several online tools were provided to a sample of teachers in order to conduct an assessment within the classroom environment as an alternative to classic SRSs. "Kahoot!" is one such tool used within the educational setting. The purpose of this study was to reveal the effects of using Kahoot! on preservice teachers' academic achievement, as well as on their retention when Kahoot! was used as a formative assessment tool. This quasi-experimental study was conducted with 91 preservice teachers during the fall semester of the 2019–2020 academic year. Data were collected via three quizzes, a midterm exam, and a retention test. The study's results indicate that the students who were applied paper-based quizzes had higher exam and retention test scores. [ABSTRACT FROM AUTHOR]

This article examines trigger warnings, particularly the call for trigger warnings on university campuses, and from a Levinasian and Kantian ethical perspective, and addresses the question: When, if ever, are trigger warnings helpful to student's learning? The nursing curriculum is developed with key stakeholders and regulatory bodies to ensure graduate nurses are competent to deliver a high standard of care to patients and clients. Practical teaching practice and published research has uncovered an increasing use of 'Trigger Warnings' before a topic is discussed, or used as warnings on core module texts. It is appreciated that some students have personal experience of psychological or physical trauma. However, apart from identifying these students through Mitigating Circumstances committees, or when the student feels confident to share this information with a personal tutor, this information remains strictly confidential. There is the potential for covert skills such as critical analysis and skilful discussion not being attained by the student. With the assistance of Kants moral theory, an argument will develop that the insidious use of Trigger warnings and the embargo of recommended reading, requires critical discussion with the public. This would involve the rationale and pedagogical justification for the use of texts, and the necessity within nursing education to address challenging clinical topics. To support students with PTSD this may involve the research discussed on personal educational needs analysis., (© 2024 The Authors. Nursing Philosophy published by John Wiley & Sons Ltd.)

Teaching and learning in higher education is informed by a multitude of conditioning factors, not least the values systems and outlook of academics. Understanding the epistemological positioning taken by academics in relation to teaching and learning is therefore important if we are to make judgments about how we educate now, and could do so in the future. Developments in educational theory and digital technology have opened-up new possibilities for the ways in which students learn, and to a degree this has been accelerated by the responses from universities to the COVID-19 pandemic. How then should we conceive the future? Heutagogy is one of a number of theoretical approaches that has attracted interest from those who wish to see greater student control over the learning journey- but how widespread is this view amongst academics? This paper reports on a qualitative study in which 12 academics in an English Business School were asked to describe their views on teaching and learning, which we can encapsulate through the concept of epistemic cognition. The findings infer that there is little epistemological underpinning for heutagogy and that if academics are going to innovate, then additional resource and professional development should be put in place to support epistemic reflexivity, and a shift in their epistemological positioning. The paper conceptualises academics' positioning through a typology of epistemic views.

Abstract: Many organizations, foundational documents, and structures guide nurse practitioner (NP) educators. The number can be overwhelming for nurse practitioner faculty and administrators, but awareness and understanding are essential for developing high-quality NP programs. A set of five key questions is a starting place for NP faculty to identify documents that guide their NP program development and curricula. (1) Which states does your program meet state educational requirements for professional licensure or certification? (2) Which accreditor is your program accredited by? (3) Which certification examinations are your students prepared to take? (4) Which educational competencies/standards apply to your program? (5) Which professional or practice organizations might be influential to your program? The development of high-quality NP programs advances the protection of the public and upholds the reputation of the profession. Organizations, components of licensure, accreditation, certification, education, and practice (LACEP), and key documents from national organizations will be reviewed, including how each of these are complementary and different., Competing Interests: Competing interests: The authors report no conflicts of interest., (Copyright © 2023 American Association of Nurse Practitioners.)

Computer-based curriculum-based measurement (CBM) is a relatively common practice, but surprisingly few studies have examined the reliability of computer-based CBM. This study sought to examine the reliability of CBM administered via paper/pencil versus the computer. Twenty-one of 25 students in two third-grade classes (N = 21) participated in two generalizability studies. The primary facet of interest, format of assessment, was examined for two measures, a fact operation (fact family measure) and a more complex operation (multidigit addition). Researchers administered four alternate forms of each measure under both computer and paper/pencil conditions. Results indicated ideal reliability of measurement within all conditions and results were consistent across assessment formats for the fact operation. However, assessment format explained a large proportion of variance for the more complex skill (multidigit addition). Results indicate a need to consider the reliability of transitioning assessment from paper/pencil to computer-based response on a measure-by-measure basis. [ABSTRACT FROM AUTHOR]

The article presents the discussion on National and state level curriculum documents showing attention talking for learning as well as a demonstration of learning. Topics include British education system giving rise to major reports addressing across time and the need for greater attention to oral language; and texts being used for drawing students' attention to the writer's craft and making explicit students using models for the own writing.

Nurses play a crucial role in reducing health disparities and advancing health equity for individuals and communities. The future nursing workforce relies on their nursing education to prepare them to promote health equity. Nursing educators prepare students through a variety of andragogical learning strategies in the classroom and in clinical experiences and by intentionally updating and revising curricular content to address knowledge and competency gaps. This critical review aimed to determine the extent to which health equity concepts are explicitly present in prelicensure undergraduate nursing curricula globally. Of 434 articles screened, 22 articles describing 20 studies met inclusion criteria. Frequency and quantity of health equity content, concepts and topics, teaching strategies, evaluation strategies, and the overall extent of integration varied widely. Notably, only two articles described overall well-integrated explicit health equity content, and there was little attention to whether students transfer this learning into practice. A focus on individualism rather than population and community was noted, highlighting the presence of whiteness in nursing. Results from this review confirm that nursing education has room to improve with respect to health equity in the curricula., (© 2024 The Authors. Nursing Inquiry published by John Wiley & Sons Ltd.)

Developing competency in the use of EHRs is essential for entry-level professional nurses. Although nursing education has been encouraged to integrate this technology into nursing curriculum, many students still graduate feeling unprepared in this area. As a result, nursing graduates lack the skills necessary to effectively use EHRs, which may have negative consequences for safe patient care. Use of academic EMRs provides students the opportunity to integrate informatics education, develop critical thinking, and incorporate problem-solving skills in the clinical area. An academic EMR was introduced to students in the second semester of a baccalaureate degree nursing program. Students completed documentation on one patient from the mental health clinical rotation. A retrospective chart review was conducted, using a rubric to determine charting efficacy. Data analysis indicated that students struggled with documentation of the mental health assessment, care plan development, and nursing notes. Student documentation was strongest in vital signs and basic information. Students need practice documenting on the critical aspects of nursing care. Utilization of an academic EMR for clinical charting provides an opportunity for students to practice documentation and develop necessary skills for clinical practice., (Copyright © 2024 Wolters Kluwer Health, Inc. All rights reserved.)

Background: The Viral Hepatitis National Strategic Plan emphasizes the importance of a collaborative provider workforce trained in hepatitis prevention and treatment to eliminate viral hepatitis in the United States by 2030. Although pharmacists play a key role in hepatitis management, literature lacks documentation of the amount of viral hepatitis education provided to pharmacy students., Aim: Our study goal was to describe viral hepatitis education provided at United States pharmacy schools., Method: In this cross-sectional survey study, investigators developed a 19-item Qualtrics questionnaire, sent questionnaire links to curricula content experts at 140 accredited pharmacy colleges/schools in May-June 2022, and allotted 28 days for completion. Questions assessed the viral hepatitis instruction provided to students and hepatitis instructors' training/experience. We used descriptive statistics for analysis., Results: Forty-eight pharmacy institutions across 29 states/territories responded; 44% had 50-99 students/class, and 58% used lecture and discussion to provide required hepatitis education. Students received more lecture (average = 3.4 h, range 0.8-1.6 h/hepatitis topic) than discussion (average = 1.7 h, range 0.6-0.9 h/hepatitis topic), with the most time spent on hepatitis C, followed by hepatitis B virus. Respondents reported 93% of their instructors had post-graduate training/certifications and 67% worked in clinical settings with hepatitis patients., Conclusion: Survey results demonstrate variability in hepatitis education across United States pharmacy curricula. Data offer stakeholders in hepatitis elimination efforts knowledge about the viral hepatitis education provided to Doctor of Pharmacy students. Future directions include consideration of implementation of minimum hepatitis education standards to further support work toward national hepatitis elimination., (© 2024. The Author(s), under exclusive licence to Springer Nature Switzerland AG.)

Purpose: The American Academy of Pediatrics emphasized in a 2007 policy statement the importance of educating trainees on the impacts of climate change on children's health, yet few studies have evaluated trainee knowledge and attitudes about climate change-related health effects in children. This multi-institution study assessed pediatric resident and program director (1) knowledge/attitudes on climate change and health, (2) perspectives on the importance of incorporating climate and health content into pediatric graduate medical education, and (3) preferred topics/activities to include in climate and health curricula., Method: This mixed-methods study employed an anonymous cross-sectional survey of pediatric residents and residency program directors from Association of Pediatric Program Directors (APPD) Longitudinal Educational Assessment Research Network (LEARN)-affiliated programs. Multivariable regression models and factor analyses were used to examine associations among resident demographics and resident knowledge, attitudes, and interest in a climate change curriculum. A conventional content analysis was conducted for the open-ended responses., Results: Eighteen programs participated in the study with all program directors (100% response rate) and 663 residents (average response rate per program, 53%; overall response rate, 42%) completing respective surveys. Of the program directors, only 3 (17%) felt very or moderately knowledgeable about the association between climate change and health impacts. The majority of residents (n=423, 64%) agreed/strongly agreed that physicians should discuss global warming/climate change and its health effects with patients/families, while only 138 residents (21%) agreed/strongly agreed that they were comfortable talking with patients and families about these issues. Most residents (n=498, 76%) and program directors (n=15, 83%) agreed/strongly agreed that a climate change curriculum should be incorporated into their pediatrics training program., Conclusions: Pediatric residents and program directors support curricula that prepare future pediatricians to address the impact of climate change on children's health; however, few programs currently offer specific training, despite identified needs., (Copyright © 2024 the Association of American Medical Colleges.)