gms | German Medical Science

Planetary Health (PH) elucidates interactions between our planet, climate change and human health. Healthcare professionals are responsible for around 4,4% of all greenhouse emissions and are a key multiplier in promoting a healthy life on a healthy planet. Hence the AMEE published a consensus statement stressing the relevance of the representation of PH in medical education and assessment [1]. Objective structured clinical examinations (OSCEs) are frequently used in medical education to evaluate students’ performances objectively on a “show how“- level of the Miller pyramid. If the stations are designed as entrustable professional activities, a formative OSCE examination can support student learning as well as curriculum development [2]. Moreover OSCE Stations can be a part of transformative education [3]. To our knowledge no Planetary Health OSCE has been developed yet. The aim of our study was to test the feasibility of a student-driven implementation of an OSCE at a german faculty.

Methods: We conducted three workshops and a series of review sessions to define the blueprint of the OSCE and to identify subjects which could adopt an OSCE station in their regularly assessment. Our PH-OSCE consists out of 8 OSCE Stations (10 minutes each and two minutes audio-feedback) which are conceptualized and reviewed by a multiinstitutional, nationwide group of students and experts. Stations focus on different aspects of PH and are linked to all CAN-Med-Roles according to a predefined blueprint. The interdisciplinary approach of the construction of the stations itself stimulated PH-education and curriculum development, identifying learning units where specific aspects of PH, e.g. heat-related diseases or counseling of patients for a PH-diet can be integrated. Students will receive expert audio-feedback and individual feedback to the performance through a partner student, who will serve as “a supporting shadower”.

An outcome-based approach seems to be suitable for consensus building between experts of different specialities, NGOs and student groups. Strong student involvement and leadership in the developing and implementation the first OSCE on PH as well as integrating students as examiners in a transparent process seem to be factors of success.