P-41 Medical student perceptions on the integration of climate health education into medical school curricula in Guyana

Methods: A cross-sectional survey was conducted among medical students at the University of Guyana and Texila American University to assess awareness of climate change, perceived health impacts, interest in climate health education, perceived professional responsibility, learning preferences, and perceived barriers and facilitators to curriculum integration. Convenience sampling was utilised. Descriptive analysis was conducted with categorical variables summarised as frequences and percentages.

Results: A total of 191 students participated. All respondents were aware of climate change and most recognised it as a public health crisis (177/191; 93%). Students commonly identified links between climate change and heatrelated illness (156/191; 82%), respiratory illness (154/191; 81%), disaster response (122/191; (64%), and access to healthcare (107/191; 56%). Fewer students recognised associations with chronic diseases (53/191; 28%), maternal (49/191; 25.6%) and child health (64/191; 33%) and metabolic conditions (27/191; 14%). Most respondents believed physicians should play a role in addressing climate-related health risks (121/191; 63%) and expressed interest in further education (109/191; 57%). Preferred learning modalities include video-based resources, online lectures and case-based discussions. Major perceived barriers included curriculum overload (138/191; 72%) and limited faculty expertise (80/191; 42%). Students favoured embedding climate-health content into existing courses and public health modules rather than introducing stand-alone course.

Conclusion: Medical students in Guyana are aware of climate change and are generally supportive of its inclusion in medical education but demonstrated gaps in understanding its broader clinical impacts. Integrated, contextually relevant teaching approaches may help address these gaps while minimising curricula burden.