fraternity. Anyway, I think we're at time here. So we're going to kick it off. And how many of you were here for part one? Most. So like about 2 3rds of you or so. So great, we had a great, and I'm going to a great teach all, learn all session at the end. And so I'm forewarning you right now that you're going to have the most fun not by hearing him talk. But it'll be fun, very fun, I'm sure. You're going to have the most fun when we get together at the end of this in a group and teach each other what we are worried about, are learning about, and think about on a day to day basis. So this is part two. And if you weren't here part one, I encourage you to listen to the recording when you have an opportunity. So this is a course all about not teaching you about climate change, but how can we begin to teach others about climate change, whether there be medical students, public health students, residents, practicing physicians, our colleagues in OEM, or hopefully outside of this discipline as well. So we thought that this course was going to be important because, oh, guess what? The WHO, the NAM, our Surgeon General says, hey, look, if you're concerned about health, you ought to be concerned about climate change. Because it's the biggest single threat that's going to drive all kinds of problems. And if you're worried about health inequities, guess what? This is going to be the single biggest driver of increasing those inequities, unless we all stand up and take part in this. So the objectives of this course has been to, number one, access resources and methods available for teaching health professionals at all levels about how to incorporate climate-related health issues into their professional work. And I should say that our handout has additional resources that please don't forget to look at the handouts as well as these slides. And secondly, to encourage more of you to participate in ACOM efforts to teach each other, as well as those outside, about your role in addressing the occupational and environmental health effects of climate change. And these are our faculty. Myself and Kathleen Fagan spoke in the part one. But now I am pleased to introduce the two faculty who are going to speak to you this afternoon. First off will be Peter Rabinowitz, who is a professor in the Department of Environmental and Occupational Health Sciences at the University of Washington, where he's the director of the UW Center for One Health Research, and the co-chair of the UW School of Medicine's Planetary Health Curriculum Working Group. And the second speaker will be Mani Berenji, who works in the Long Beach VA system, where she's chief of occupational health and the lead environmental physician. She's also an assistant clinical professor of environmental and occupational health at UC Irvine Program in Public Health, and the climate communication champion for the Medical Society's Consortium on Climate and Health. And so with that, I will also just mention that none of the faculty report any conflicts, and that our topics in part two are going to be about aligning case-based training in planetary health with ACOM and ACGME competencies. As I mentioned, we'll then have an all-teach, all-learn breakout, where you're going to be able to choose one or two sessions. And we'll say, we'll split you two up so one may be more focused on another. So with that, I'm going to turn it over to Peter. Get out of this, and this, and here you go. And just push here. Yep. Push it right. OK, great. Well, it's nice to be here. And I really learned a lot from the first session. And what we're going to try to do in this session is bring it down a little bit to clinical competencies and kind of what some of us who are physicians, how does this work into sort of the daily practice of taking care of patients? And that was a question that was brought up in our small group about, as we communicate, how does it actually affect the medical care that we give? And that was also a question that we get, as Bob said, I'm on the panel to try to bring this kind of education into the medical school at University of Washington. And a lot of the med students are sort of saying, this sounds really bad. And we're understanding a lot of these issues have large health context. But what does that mean to actually when I take care of patients? And so what I wanted to do in this initial time is to talk about some efforts that we've been doing to develop some cases for teaching case-based competencies for medical care that relate to some of the things we talked about already in the first session, this idea that with climate change and other sort of global environmental change, there's going to be some real interesting and important exposures that are going to be affecting our patients' health. And that if we're thinking about what we heard about in this idea of exposure-informed care that the VA is looking at, and is what really we train to do as occupational environmental medicine physicians, how this could be brought into medical care, both for OCMED, but for other types of medical care, primary care as well. And I'm going to focus on sort of three principles of that and that we're trying to get through with the cases. And I'm talking about sort of how do we get a better environmental history for many more patients than we typically have a chance to. So how can environmental history really become more of a routine part of taking a medical history? And I'm going to talk about a concept of, again, what we really do in occupational medicine, which is kind of host environment medicine. We want to strengthen the person, their susceptibility. We want to work with that and work on being able to tolerate more stress in their environment. And then we also want to work on the environment and find ways to reduce exposures. And that is sort of the paradigm of occupational medicine. It really can be expanded to other types of medical care as we face more and more kind of environmental exposure challenges. And the last thing I was just going to bring up is that when we deal, again, in occupational medicine context, we think sometimes about a particular worker being the canary in the coal mine, being a sentinel for a larger population that is at risk for some kind of problem. And it's often the clinician who finds that one patient, that one sentinel case that tells us there's something bigger going on. And that is, I think, really one of our roles as clinicians is to be the astute clinician that picks up that there's a growing problem here, that there needs to be a bunch of things done about it. So we've pulled these cases together in sort of an online format called Medicine for a Changing Planet. This was a joint effort between Stanford and University of Washington. And it's free online. There's also free CME available through Stanford University. And we came up with about 10 case studies, which are a little hard to read here. But we were thinking about, what are some of the real kind of planetary health things that are going on? So we had things like heat illness and air pollution, but also environmental anxiety, emerging infectious diseases, infector-borne diseases, refugee health, food insecurity. Some of the things we don't always think right away are related to climate change, environmental change. But when you really think about all the issues going on around the world that are health-related, so many things are indirect in things like refugee health. And so I'm just going to show you sort of some slides from a case. I'm not going to go through it in detail. But just to sort of show how we bring up some of these salient points. And this is a case of heat illness. And again, we have slide decks for each of these cases, which are really designed for like a resident teaching session, where it's going to be like a 45-minute or one-hour session, where you want to sort of challenge medical residents who are in training to think about what's the differential diagnosis, what is the treatment, and what is sort of long-term prevention as well. So we have a case of a woman who has got some cardiac issues. And there's a heat wave coming on. And there's a heat index that is 107 degrees. And how many of us really know what a heat index means? And what's that really going to be in terms of clinical care that we give? So we take, in these cases, sort of through a standard medical evaluation with a history, past medical history and things like that. And to be thinking about, what's the social history? And in this case, this is someone who is low income, who lives in a part of the city where there is not a lot of vegetation, and basically does not have air conditioning because the fan is broken. So little things that we sometimes would get out of a history. But really, the idea that we can really improve on our relevant environmental history for patients. And I think we have to figure out how we're going to do that. Nobody has time in a usual medical encounter to spend 45 minutes taking a detailed environmental history if it's a general medical encounter. So can we use the electronic medical record? Can we use AI? Can we use other ways to get more data? But really, ideally, adding more environmental exposure information to the only place that we can find in the standard medical history to put it, which is sort of in the social history, which is where occupational history has often kind of ended up. And so we're sort of introducing the idea of the social E, so that when you think about the social history, yes, you should think about social determinants of health. But those determinants are really becoming increasingly relevant because they're affecting how people are going to deal with environmental factors as well. So there's a real coming together of social determinants and sort of equity issues when we see patients in clinics because of their social determinants and these environmental factors, which can include hazards in the home and the neighborhood, occupation, animals around, food security, and really anything else that's affecting sleep, any other really important environmental factors. And how can we make the case to sort of clinicians in all different types of specialties that these environmental factors are really important and becoming more important? So we try to break up sort of the susceptibility to getting sick in two ways. One is sort of what are the host factors? And is this a person at increased risk for lots of issues? And again, that's something we think about in terms of vulnerability of workers as we're taking care of a working population. And then secondary, look at the environmental factors. And then kind of what's the balance of both of them? The idea that people get sick when things are out of whack. And again, we think of this in occupational medicine. If the person's host factors are not able to handle the environmental stress, they're going to get worse unless you either improve the host factors or you reduce the environmental stressors. So we can take the learner through a whole group of this case that they've already looked at and try to pick out the host factors because that's what doctors generally do. We treat disease. We treat high cholesterol. We treat infection. Those are all sort of host things going on that we try to tune up. But the idea that as physicians, we can actually engage in environments. And my background was in primary care before I did Achmed. And it was really refreshing to come into Achmed and see that you can often make an intervention in a workplace or sometimes the environment and actually help that person in their medical condition. And so it's not a hopeless thing. We can actually do things about the environment and figure out how to reduce risks. And so we go through the case and go through the physical exam and then really try to do a little bit of teaching about heat illness because there's a lot of things that people have not often learned so far to date. And we're talking about third year med students or residents in training. But what are the different classifications of heat disorder? And how are you going to diagnose it? What's the medical workup for a case of suspected heat illness? What's the differential diagnosis? And as we continue with the case, we sort of help the learner understand that this is not heat stroke, but it is still heat illness. And these are some of the things to do about it. And so I think for many of these exposures, there's going to be a need for sort of urgent medical treatment. And what is that, both pre-hospital and in the hospital or in the medical facility? How do you treat heat illness? But then we really want to put prevention in there as well. So it's not enough just to be in the ER and take care of a case of acute heat illness. All of you who are dealing with working populations or otherwise in OEM are really thinking preventively as well. And what could be done for a patient like this to reduce their host vulnerability? How can you tune up their chronic medical problems and ensure that they are educated about what to look for in heat illness and be aware of some of the resources? So there's definitely things we can do on the host side. But again, as we know in occupational environmental medicine, let's not forget the environmental side. And think about whether in primary care, in occupational health, you've got access to the company. The company, depending on circumstances, can make some changes in the exposures that the workers are having. And the same is really true as well in primary care. If you have a clinic that is geared to be sensitive to climate and other sort of planetary health problems, you can have the clinic know about where are the options to go for a cooling center, for heat illness, what other ways are there to get air conditioning for people who don't have air conditioning. You know, how can you be sort of a climate-friendly clinic and actually have resources for patients. And if you think about it, this also very much gets into equity issues because there are, you know, you have to make sure you detect that certain people do not have access to transportation to get to the cooling center or access to an air conditioner that works. And you have to take equity into your consideration when you're trying to figure out ways, in this case, to reduce exposures in the environment. And there's also evidence about which things really work and don't work. And so it's something that people can learn if we're learning sort of exposure-informed care that there are some things that really work in terms of reducing your exposure to heat. And then there's some things that are not well supported by evidence like fanning, you know, cooling fans. There's actually controversy about whether they really work well or not, so that really bring up the idea that prevention also should be evidence-based as we talk about this. And then we have some sections in these cases to sort of go into more depth and to understand that, yes, we're talking about a patient with heat illness in a particular area, but we are beyond the clinic dealing with, you know, heat waves across the country and globally and things that are really related to these larger things. We also, to go into more depth, need, as clinicians, to really understand some of these new tools that are coming out, like the use of a heat index in different situations and how do you calculate it? How do you then apply it to a particular patient or a group of people and see what their vulnerability is? You know, we should be experts in this if we are exposure physicians in OEM. And we should understand, again, the equity issues of things like heat islands that Bob was talking about in the first session that if you live in a neighborhood like the one on the lower right where there's no trees, you're going to have several degrees hotter in the summer than another community nearby which has nice trees and lots of shade and things like that. And so these things are going to come up. And this is just an example of how social equity, of health equity interacts with these kind of exposures. This is a true case about, I think, a year or two ago in Texas where there was a construction worker who started becoming delirious on the job. And instead of calling an ambulance, they called the police to drug test this person because they were Latino and they thought they were a drug dealer or a drug user. And so the police came and did a tox screen and that was not what this guy needed. And it was a young guy who then died of heat stroke because it was assumed that this was drugs, not heat. So that's the kind of interaction between them. And there's also foundations and other efforts to make things like air conditioning available for people who can't afford it and to have, again, clinics aware of what some of these resources are. And to be thinking about, again, each case as a potential canary in the coal mine, that if you stop for a second and think about why is this case happening and could this be happening to other people? And is this something, thinking broadly beyond heat but with other hazards as well, is this something that you should inform a health department about or really, you know, put out the word? Again, what we do in working with companies where we will let the company know that there is one person with this adverse health effect, but there's probably other ones as well and you probably want to do something about it. The same is true in just medical care in the community. And bringing in, again, something Bob said and Kathy too, I think in her initial courses about this, is thinking that we're really on this planet that is changing and we're sharing a lot of these exposures with non-human animals as well. Some of whom live very closely with us, some of which are more wildlife. But many times, just like the canary in the coal mine, animals are more sensitive to certain exposures and will get sick and die before we do. And they're also out in the environment more, whether it's wildfire smoke or air pollution or water pollution or plastics. We can often learn from seeing sort of what's happening to the canaries as well. And that really can be part of our kind of approach to these exposure issues. And then the cases talk about a call to action that there's this need, again, to not be paralyzed by all this bad news and things. But what are things that clinicians can do, both in the clinic, and I talked about making it sort of more of an exposure-friendly clinic, but also in the community and the clinician being a voice in the community to talk to legislators or general public or politicians or anyone about some of these issues, for instance, with heat. And then also potentially through societies and other means, have a way to have some impact at the societal level to raise awareness about, in this case, heat, but in other situations, other risks as well that are going up about that, and talk about the social inequities that are driving a lot of this as well. So we're going to talk about more competencies in a minute, but this really connects to a lot of the ACGME and ACOM competencies that in terms of patient care, there's really talk about a competency in environmental history, which, as you know, often is not ever taken in a medical care situation. And also really the skills of managing exposures are really ACOM competencies. The population health care, that's something we do in OEM as well and interdisciplinary care. And so the key takeaways that I want you to think about is that these cases are ways to train internal medicine residents or we use them for the OCMED residents in Seattle as well, but they're really an example of how what you've learned in occupational environmental medicine is something that actually many other medical people have not learned and that you could really take this idea of how to take a better environmental history and fold that into the social history as well, how to balance environmental exposure reduction with host improvement, and how to realize that you're always potentially looking at a sentinel case that could be the tip of the iceberg. And these are just skills that I think would be really valuable to talk about with other groups of clinicians as well. And so it's one potential role for OEM is to not only affect the practice that we do, but actually bring that practice to others as well. So I'm going to stop there, but we're really hoping after you've heard one more talk to all get together in groups again and kind of talk about where do we go from here. Are there ways that clinical skills are going to be something in your either practice setting or educational setting? Who should we train? Who's going to train them? Things like that. Thank you. All right. All righty, I'm the closer for this afternoon. Anyone need to get up and stretch, please feel free to do so. I know it's been a long day, so if you want to go get some drinks, I think there's some drinks outside. Oh, I got to close this, sorry. Oh, okay. I don't want anyone to feel like they're captive, so. I'm like this is all by pure volition. Let's see here. There we go, escape. That's the way to go. Let's see, there I am. All righty. So, I'm Manny Berenji. I see a lot of friendly faces in the audience. Thank you all for sticking around this afternoon. So, I really appreciate my colleagues giving a high-level overview of what we really need to do to share our experiences in this climate space and really trying to inspire each other to continue to educate our fellow colleagues, not only in the healthcare space, but really in the general community at large. Oh, sorry, yeah. A little echo there. I got it. All right. Hopefully, that's a little better. At least in my experience, I'm very fortunate to be at the University of California system. In addition to all the hats I wear, I'm actually a lead of academic and community partnerships for the University of California Center for Climate Health and Equity and really trying to take these messages to our fellow colleagues in the surgical specialties, the nursing community, really making sure that folks know that we really need to communicate. And that's really the gist of my presentation today to look at some best practices when it comes to climate communications. I do not have any disclosures. I'm sure many of you may be familiar with this slide. This is from the CDC, and they've really done a great job kind of highlighting the overarching themes of climate change and the impacts on health. I'm going to try to see if I can activate this laser pointer. Oh, right, it works. So really, I want you guys to start right in this area right here, and then you kind of follow the wheel up. So essentially, we're dealing with rising temperatures across the globe, and this really is having impacts on people's health. We're seeing an uptick in asthma, cardiovascular disease. We're seeing uptick in infectious diseases that we never really saw before. There's a, at least in the United States, we're seeing more cases of dengue in the southern United States and even in the mid-Atlantic region. So clearly, climate change is here. Really, our job is to find ways where we can start to adapt and hopefully mitigate some of the impacts. As part of my research for this talk today, I'm always curious to see what the survey data shows. And I thought this was a really interesting survey that was done by Edelman. Edelman is a public relations firm that does surveys of various different business entities. And since we're occupational and environmental medicine physicians and clinicians as a whole, we really have to understand the employer kind of perspectives on what climate change is doing for their bottom line and how it's impacting the health and safety of their workforce. Really, I'm just going to kind of summarize what this is saying. It really boils down to trust. There's been some data that's been coming out in the scientific literature over the last few years stating that healthcare professionals, nurses rank number one, physicians were number two as trusted voices. And we need to leverage our positions as healthcare professionals to educate our fellow colleagues, not only in healthcare, but across the continuum about how climate change is impacting us right now in real time and what we can do as a collective to really try to protect each other as best as we can. That's actually a great segue for this. This is the literature I was referencing. I'm not sure if you are familiar with Ed Maybach. He is a great climate communication specialist. He's based at George Mason University in the Virginia area. And he has made climate communications his passion. This man has done a phenomenal job of educating his peers across the globe about best practices when it comes to finding easy to digest nuggets of information that people can really grasp. Climate change is a really complex issue. And irrespective of where you fall on the political spectrum, you really have to find ways to find commonalities. And really our lived experiences is the best way to do that. So leveraging our professional capabilities as healthcare professionals with our lived experiences really has power to not only transform people's opinions, but hopefully try to motivate them to make the incremental changes that they need to make in their own lives, in their family lives, in their community lives. As part of my review of key communication frameworks that currently exist, these are the three main resources that I found. You can find the links in the resources section of the handout. But just to mention them here, the World Health Organization has done a superb job of providing resources on how to communicate about climate change. And as I mentioned earlier, George Mason University has done an outstanding job as well. And last but not least, Yale program's climate change communications. They have excellent resources on how you can educate your fellow peers, both in the healthcare organization and in various different community organizations. So to boil down the key messages here, really when it comes to communicating about the impacts of climate change on health, we really have that responsibility. We're seeing in a real time, whether you're working in the clinic, you're in the public health agency, we're seeing the impacts now. And how we can actually translate what we're seeing with our patients and our own experiences into succinct messages can really go the distance when it comes to providing individuals with that guidance so that they can make informed decisions about their day-to-day lives. And I've started to really take this into consideration in how I communicate about climate change to my fellow peers. I know at the University of California, Irvine, I'm very fortunate to work with my colleague, Dr. Khan, to really start to educate folks in family medicine, how do we educate folks in internal medicine and taking the opportunities that we have at our disposal, whether it's a webinar, a lunch and learn, whatever you can do in your immediate environment to at least provide the education, a lot of our colleagues are very receptive to that. So I want you to take those opportunities to really go the distance when it comes to educating about climate change. It doesn't have to be fancy, just a couple of slides and conversation. But at least we're starting the process to at least get our colleagues to understand that climate change is impacting their respective patient cohorts. I was talking to a colleague of mine who's an allergist at the VA, and she was noticing that more and more veterans are coming in for seasonal allergies, and she didn't really see the connection between seasonal allergies and climate change, and we just had a conversation at the lunch counter. I mean, that's literally how that went down. But that's a great thing, right? It doesn't necessarily need to be formal. You can just run into a colleague and just happen to be talking about cases, and a lot of these conversations do come up organically. So take advantage of those opportunities. So I'm going to fully admit that I stole these slides from the WHO, but they have done an outstanding job of providing communication tools about how to communicate about climate change. So if you're thinking about doing a Lunch and Learn, if you're thinking about doing a webinar for case managers or for your fellow peers in your clinic, I highly recommend that you look at their toolkits. They have come up with some phenomenal materials about how you can share climate change as it's impacting all of us, really. And these slides are very easy to download, and you can essentially disseminate as you wish. But I'm just going to kind of go through each one of these little bubbles here, one by one. So we'll start with bubble number one. Why do we bother communicating? So communicating is important. We know that. We've got to get these messages out to our colleagues. Clearly this is the ideal venue and person. We can have one-on-one conversations. We can relay our personal experiences dealing with climate change. I live in Southern California. It's getting hotter and hotter every single year, and those stretches of heat are extending more and more into the fall months and actually even into the winter months. And that really has a ripple effect across our communities. So if we're seeing these trends, we need to relay this information to everyone we can possibly relay the information to. So utilizing our tools and the available resources that we have at our disposal can really go the distance. So why bother communicating on climate change and health? I think I've made that pretty abundantly clear, but we all have our own lived experience in this arena. We all come from different parts of the world, and our day-to-day experiences vary. But we are seeing the potential impacts of climate on how we get to work, how we're actually getting by with our day-to-day existence, how we're actually sharing our lives with our children. Our kids are facing climate, nothing that we had to deal with as kids. So how are we relating climate change to our kids and our young people? I mean, there's all these different stakeholders that we really need to consider when it comes to communicating about climate. So again, this is part of the WHO toolkit. I think I've kind of belabored this point, but really making sure that we're able to coalesce around the fundamentals about climate and health. Identifying your audience. I think many of us are healthcare professionals here. We like to talk to each other. I mean, we're doing a great job of that at this conference, being able to understand where we work, what types of patients we work with. I know some of us work in federally qualified health centers dealing with vulnerable populations. A lot of us may be working in industry and dealing with specific worker cohorts like auto workers or farm workers. So each one of us have a unique opportunity to understand our patient population and really start to deliver information that's high yield for our respective, essentially our respective audience. So whether it's our fellow healthcare peers, whether it's worker cohorts, I think we should be able to start to kind of bring all that information together to the forefront so we can distill the necessary information that has the most relevance to our audience. I know I did my clinical rotation as a resident at UCSF in the Salinas Valley, and they were primarily farm workers. And I still remember taking care of a lot of these individuals who were dealing with heat stress because I was rotating in that clinic in the summer months. So I actually took it upon myself to really start educating these folks, primarily Spanish-speaking folks, about, hey, make sure that you're getting your water and make sure that you're able to get into the shade. Luckily, in California, we have a heat standard, so we actually had some regulatory frameworks that we could follow. But unfortunately, in most of the United States, we don't have such a standard. I'm hopeful that's going to change. But there are opportunities to educate every step of the way. So feel free to jump in when you need to, if you see that opportunity, to provide education. Even if it's one or two recommendations, that could really change a person's life. Why do you want to communicate on climate change? Again, I think this is such an important point because we're currently experiencing it as we speak. Being able to understand the importance of the impacts of climate change on our respective health and making sure that we have the available tools and resources to disseminate that information using evidence-based guidelines can really go the distance. So how do we go about communicating on health and climate change? I thought this was a really great concept, the concept of framing. So it's always good to have, at least in our world, having a use case or a case example. I know Peter provided a great set of examples about his patients and what he's seen in his clinical arena. But it's important to be able to set that frame. And in doing some of this research on communication strategies, I've begun to understand the critical importance of framing. How do you frame your conversation around climate that will engage your audience and at least be able to make it relatable? So I thought the WHO and also the Center for Research on Environmental Decisions, which is based at Columbia, also came up with some great tips. You can definitely take a look at these slides later, but I just wanted to highlight some of these tips. I thought they were very good. So what they recommend are the following. So really selecting a frame that will resonate with your audience. Like I said, when I was in the clinic in the Salinas Valley, I realized that heat was a big issue because we were dealing with it daily. So something that's relatable, that has direct application to your fellow colleague, your fellow patient, making sure that you find something that they can understand and they have a direct connection to. I thought this was a really great point. How do you actually look at the subculture? So I know some of us work in inner city environments and being able to understand the patient demographics of who you're serving. I can relate to this because I used to work in Boston at Boston Medical Center. It's the largest safety net hospital in the New England area. And we literally took care of people from all over the world, speaking multiple languages. So really understanding their frame of reference in terms of their lived experience, where they come from, how they essentially tolerate specific types of events. I remember when I was in Boston, we were dealing with some heat events. I mean, this one summer, I think this was a few years ago before the pandemic, we had a really hot summer and people were not able to tolerate that type of heat because you not only have elevations in temperature, but you also have to look at the heat index and the humidity index. So a lot of people were coming in to see me for their musculoskeletal issue and they were panting and they were just sweating. I just took that opportunity to kind of identify why they were feeling that way. Had they ever felt that way before? And really understanding their home environment, how are they getting their cooling? I mean, taking those opportunities to really pinpoint what a person is going through, even though they may be seeing you for a different reason, at least being able to contextualize that really goes the distance. And this third bullet here really focuses on keeping the bigger picture in mind. So you always want to be able to make the issue relatable, but you also want to make sure that you're looking at it from a larger global perspective. These are just some additional tips here, just want to kind of go through this quickly. So looking at an individual's desire to avoid future losses, I think that's a key point. Also looking at potential current and future losses related to inaction. I know this could be a bit controversial, especially in our current polarized environment, but I want to inspire you all to at least be able to find a way to bridge that divide. I think no matter where your political ideologies lie, we all have lived experience about extreme heat. You know, a lot of us live in areas where there's a lot of flooding. I was just hearing in the news that there's been a lot of flooding in Houston. How is that impacting the population there? They've had a number of events over the last decade, and that has an impact. So really trying to find ways to connect with your audience, whether it's your fellow healthcare peer, your fellow patients. Looking at ways where you can find commonalities I think is important. So localizing the issue, I think I've mentioned this, but really trying to find ways to make it personal. You know, being able to understand a person's day-to-day experience, what they're going through. And then I really like this slide, because it's trying to find win-win examples. We want to try to be optimistic, and we want to try to find ways to get people engaged and make it fun. So I like some of these concepts here. Depending on where you happen to work, there are a lot of these types of opportunities where you can get people to bike to work, walk to work, taking advantage of some opportunities like Meatless Mondays, trying to reduce your carbon footprint by eating less red meat. So these are just some concepts that you can consider as you start your conversations. So this is just a summary slide here, looking at ways on how you can communicate. So just to kind of summarize again. So framing the discussion, localizing the issue, and using win-win examples. This is just kind of talking about content as to how you should present this information. And I really loved what the WHO did here, because they came up with some very key points. And I like the fact that they kept it down to five. So when you're having these conversations with your peer, with your patient, you really need to ensure that you're providing them with evidence-based information. And the consensus is that climate change is real, and it is human-induced. It does have negative effects on our communities, as we all know. And as Peter had stated in his talk, it's really important that we start taking concrete steps now, not only to protect our collective health, but the collective health of our children. And we do have the evidence to make those steps now. There's really no excuse at this point to wait. We have what we need to be able to provide the education. We have the evidence-based guidelines to provide that additional guidance. And again, looking at the win-win actions that can help people start to make those climate-conscious decisions in their everyday lives, and making it tangible and accessible. And we're getting closer to the end here, so I'm just going to go through these six principles for good communication. And this came from Heath and Heath, a publication that came out in the mid-2000s, and the WHO cited it as a good resource for communication. So I'm just going to go through this here. Keep it simple. Can't argue with that. Make your point in an unexpected way. I think this is a really interesting one, because you always want to provide an anecdote, your own lived experience, something that will actually get the person's attention. I know listening to lectures all day may not be the best way, but you want to be able to find something in your peers' experience or your patients' experience, and then try to find something that you can present that information that will get them to kind of think about how they're living their day-to-day. Giving concrete examples, that's a really good one to make it real. And using your credibility. We're all healthcare professionals. We're OEM clinicians. We know this stuff. We have the credential to be able to make these cases. And I know emotion has a negative connotation at times, but I would ask of you to really kind of acknowledge the emotion, and really trying to instill that passion that you may have about climate change, and really try to use that to your advantage. So this was a slide that I was able to get from the Edelman survey that I had mentioned earlier in the presentation. And I really like this, because it kind of just distills it down to the nuts and bolts. So we really need to invest in optimism. I know this climate change can be really depressing, and we hear about all these stories every single day, and we kind of feel like we don't really have much that we can do. But I would ask of you to invest in optimism, and try to find ways where we can communicate that to our colleagues and our patients. They look at us as role models. And if we come up with solutions, they will pick up that energy, and they will start to at least understand, and try to make those changes in their own lives. Lean into solutions. That's number two. So as we can see, trust is something that unfortunately is coming down across the globe. But as trusted healthcare professionals, people do listen to us. You may not think that they're listening to you, but they are listening to us. So use your voice. Make expertise accessible. Make sure that patients have a way to communicate with you. And lastly, making policy personal. Having the ability to contribute your expertise when it comes to policymaking really has major ramifications. This is just a reference to the WHO toolkit that I was recommending. I highly recommend that you take a look at their website, and a lot of the materials that I presented today is there. And these are the resources. All righty, folks. Thank you. I think we're just going to do what we did last time. We're going to split the room into two. So everyone on this side, come with me.

climate change

healthcare settings

communicating

education

impacts

communication frameworks

evidence-based information

advocacy