FROM MEDICAL PEDAGOGY TO PLANETARY HEALTH: TOWARDS AN EPISTEMOLOGICAL MODEL FOR INTEGRATING CONTEMPORARY EDUCATIONAL PARADIGMS

Elisabetta Faraoni, Francesco Maria Melchiori

Abstract


Il Modello Pedagogico della Salute Planetaria (PHPM) offre un quadro integrato per la formazione medica, collegando pedagogia medica, discipline umanistiche e salute planetaria. Sviluppato attraverso una mappatura critica della letteratura e una sintesi concettuale, articola quattro assi: ecologia della cura, etica intergenerazionale, giustizia climatica e riflessività pedagogico-ambientale, ridefinendo la professionalità medica come etica, sostenibile e incentrata sulla persona.

 


Keywords


Medical pedagogy, Planetary health, Sustainable medical education

Full Text:

PDF

References


Astle, B. (2021). Planetary health in nursing: A transdisciplinary equity-centered approach. Creative Nursing, 27(4), 237–241.

Bekele, A., Nkurunziza, T., Uwizeyimana, A., Mutesi, J., & Uwitonze, E. (2025). “An eye-opener”: A qualitative study of a liberal arts approach in medical undergraduate curriculum. BMC Medical Education, 25, 7157. https://doi.org/10.1186/s12909-025-07157-z

Bellis, R. T., Frampton, S., Hadley, G., Wallis, J., Bleakley, A., De Luca, G., … & Fulford, K. W. M. (2025). Teaching humanities in UK medical schools: Towards community-building and coherence. Medical Humanities. Advance online publication. https://doi.org/10.1007/s40592-025-00249-y

Biesta, G. (2020). World-centred education: A view for the present. London: Routledge.

Borrell-Carrió, F., Suchman, A. L., & Epstein, R. M. (2004). The biopsychosocial model 25 years later: Principles, practice, and scientific inquiry. Annals of Family Medicine, 2(6), 576–582. https://doi.org/10.1370/afm.245

Bruni, E. M. (2008). Pedagogia e trasformazione della persona. Lecce: Pensa MultiMedia.

Cerqueira, L. H., Marques, C. F., dos Santos, J. P., Almeida, H. O., & Gomes, A. P. (2023). Visual thinking strategies in health professions education: A systematic review. BMC Medical Education, 23(1), 370. https://doi.org/10.1186/s12909-023-04470-3

Charon, R. (2008). Narrative medicine: Honoring the stories of illness. Oxford: Oxford University Press.

Engel, G. L. (1977). The need for a new medical model: A challenge for biomedicine. Science, 196(4286), 129–136. https://doi.org/10.1126/science.847460

Faerron Guzmán, C. A., Aguirre, A. A., Astle, B., Barros, E., Bayles, C., Chimbari, M., … Potter, T. (2021). A framework to guide planetary health education. The Lancet Planetary Health, 5(5), e253–e255. https://doi.org/10.1016/S2542-5196(21)00110-8

Ferrara, V., De Santis, S., & Melchiori, F. M. (2020). Art for improving skills in medical education: The validation of a scale for measuring the Visual Thinking Strategies method. La Clinica Terapeutica, 171(3), e252–e259. https://doi.org/10.7417/CT.2020.2223

Frenk, J., Chen, L., Bhutta, Z. A., Cohen, J., Crisp, N., Evans, T., … & Zurayk, H. (2010). Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world. The Lancet, 376(9756), 1923–1958. https://doi.org/10.1016/S0140-6736(10)61854-5

Gingerich, S. B., Olson, E. R., Potter, T. M., LeClair, J., Luebke, J., & Oakley, L. D. (2024). The future of nursing for planetary health is today: Essential transitions for education and research. Quality Advancement in Nursing Education – Avancées en formation infirmière, 10(4), Article 3. https://doi.org/10.17483/2368-6669.1464

Gualdaroni, F. (2024a). Educare per guarire: Il ruolo formativo delle comunità ospedaliere tardo medievali di Renania e Magonza. Formazione & Insegnamento, 22(1), 152–162. https://doi.org/10.7346/-fei-XXII-01-24_17

Gualdaroni, F. (2024b). Emergenze e risposte educative: un’analisi storica dell’educazione civica in tempi di crisi sociale. Formazione & Insegnamento, 22(3), 151–159. https://doi.org/10.7346/-fei-XXII-03-24_17

Gualdaroni, F. (2025). Le radici dell’educazione sanitaria: Il contributo delle comunità ospedaliere civili e religiose nella Padania medievale. Formazione & Insegnamento, 23, 172–181. https://doi.org/10.7346/-fei-XXIII-01-25_21

IPCC. (2022). Climate change 2022: Impacts, adaptation, and vulnerability. Contribution of Working Group II to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change (H.-O. Pörtner et al., Eds.). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781009325844

Jacobsen, K. H., Marchione, K. A., Faerron Guzmán, C. A., Aguirre, A. A., Waggett, R., … (2024). Planetary health education in the United States: Four curricular models, one goal. International Journal of Environmental Health Research, 34(10), 3672–3681. https://doi.org/10.1080/09603123.2024.2316185

Jonas, H. (1990). Il principio responsabilità. Un’etica per la civiltà tecnologica (trad. it.). Torino: Einaudi. (Opera originale pubblicata nel 1979).

Kvernbekk, T. (2016). Evidence-based practice in education: Functions of evidence and causal presuppositions. London: Routledge.

Mortari, L. (2002). La pratica dell’aver cura. Milano: Bruno Mondadori.

Mortari, L. (2015). Filosofia della cura. Milano: Raffaello Cortina.

Potter, T. M. (2021). Planetary health: An essential framework for nursing education and practice. Creative Nursing, 27(4), 226-230. https://doi.org/10.1891/cn-2021-0017

Redvers, N., Faerron Guzmán, C. A., & Parkes, M. W. (2023). Towards an educational praxis for planetary health: A call for transformative, inclusive, and integrative approaches for learning and relearning in the Anthropocene. The Lancet Planetary Health, 7(1), e77–e85. https://doi.org/10.1016/S2542-5196(22)00332-1

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.

Shaw, E., Walpole, S., McLean, M., Alvarez-Nieto, C., Barna, S., Bazin, K., … & Redvers, N. (2021). AMEE consensus statement: Planetary health and education for sustainable healthcare. Medical Teacher, 43(3), 222–238. https://doi.org/10.1080/0142159X.2020.1860207

Ten Cate, O., & Scheele, F. (2007). Competency-based postgraduate training. Can we bridge the gap between theory and clinical practice? Academic Medicine, 82(6), 542–547. https://doi.org/10.1097/ACM.0b013e31805559c7

Van der Vleuten, C. P. M., Schuwirth, L. W. T., Driessen, E. W., Dijkstra, J., Tigelaar, D., Baartman, L. K. J., & Van Tartwijk, J. (2012). A model for programmatic assessment fit for purpose. Medical Teacher, 34(3), 205–214. https://doi.org/10.3109/0142159X.2012.652239

Walpole, S. C., Vyas, A., Maxwell, J., & Hutchinson, E. (2023). Planetary health and medical education: Preparing future doctors for the Anthropocene. The Lancet Planetary Health, 7(3), e210–e218.

Whitmee, S., Haines, A., Beyrer, C., Boltz, F., Capon, A. G., Ferreira de Souza Dias, B., … & Yach, D. (2015). Safeguarding human health in the Anthropocene epoch: Report of the Rockefeller Foundation–Lancet Commission on planetary health. The Lancet, 386(10007), 1973–2028. https://doi.org/10.1016/S0140-6736(15)60901-1

Yang, J., Li, H., Zhang, Y., & Chen, W. (2025). Exploring and practicing trans-cultural humanistic education: Current situation, challenges, and reform suggestions. Frontiers in Education, 10, 1461718. https://doi.org/10.3389/feduc.2025.1461718

Zannini, L. (2001). Salute, malattia e cura. Teorie e percorsi di clinica della formazione per gli operatori sociosanitari. Milano: FrancoAngeli.

Zannini, L. (2021). Intrecciare parole nelle pratiche di cura: Il contributo della medicina narrativa. Autobiografie. Ricerche, Pratiche, Esperienze, 2(2), 37–46. https://mimesisjournals.com/ojs/index.php/autobiografie/article/view/1304




DOI: https://doi.org/10.32043/gsd.v9i4.1627

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 

ISSN printed: 2532-3296

E- ISSN: 3103-5744