A narrative review of pedagogical approaches and action pathways for climate change education in medical and health professions training.

Background: The direct and indirect health consequences of climate change are increasingly becoming evident. To address the critical public health challenges posed by climate change, medical and health professions students need to be equipped with relevant skills, and institutions are adopting initiatives to integrate climate education. This narrative review aimed to explore implemented interventions for incorporating climate change and health education into medical and health professions training. Methods: Peer reviewed publications describing climate health interventions, were identified through database and supplementary searches. Data was synthesized narratively, focusing on pedagogical approaches, delivery and innovations. Results: Forty-one publications between 2020 and 2025 were reviewed. Six major themes emerged: integration into core curricula, flexible entry points (electives, workshops, and conferences), experiential and field based learning, advocacy and leadership training, faculty capacity building, and scalable and transferable models. Climate change and health education is being delivered in multiple formats, often combining didactic teaching with experiential activities. Scalable and transferable educational resources, learning models, and curricular integration strategies were identified. Student-led advocacy, institutional support and partnerships were drivers, while challenges include time, expertise and resource constraints. Conclusions: This review reflects gaining momentum in climate change and health education across medical and health professions training, particularly in recent years. The identified themes provide potential action pathways for integrating climate-health interventions.