Literature DB >> 34227912

A carbon footprint study of the Canadian medical residency interview tour.

Kevin E Liang1, Jessica Q Dawson1, Matei D Stoian1, Dylan G Clark2, Seth Wynes3, Simon D Donner4.   

Abstract

BACKGROUND: Each spring, thousands of Canadian medical students travel across the country to interview for residency positions, a process known as the CaRMS tour. Despite the large scale of travel, the CaRMS tour has received little environmental scrutiny.
PURPOSE: To estimate the national carbon footprint of flights associated with the CaRMS tour, as well as reductions in emissions achievable by transitioning to alternative models.
METHODS: We developed a three-question online commuter survey to collect the unique travel itineraries of applicants in the 2020 CaRMS tour. We calculated the emissions associated with all flights and modelled expected emissions for two alternative in-person interview models, and two virtual interview models.
RESULTS: We collected 960 responses out of 2943 applicants across all 17 Canadian medical schools. We calculated the carbon footprint of flights for the 2020 CaRMS as 4239 tCO2e (tonnes of carbon dioxide equivalents), averaging 1.44 tCO2e per applicant. The average applicant's tour emissions represent 35.1% of the average Canadian's annual household carbon footprint, and the emissions of 26.7% of respondents exceeded their entire annual '2050 carbon budget.' Centralized in-person interviews could reduce emissions by 13.7% to 74.7%, and virtual interviews by at least 98.4% to 99.9%.
CONCLUSIONS: Mandatory in-person residency interviews in Canada contribute significant emissions and reflect a culture of emissions-intensive practices. Considerable decarbonization of the CaRMS tour is possible, and transitioning to virtual interviews could eliminate the footprint almost entirely.

Entities:  

Keywords:  CaRMS; Residency interviews; carbon emissions; carbon footprint; planetary health

Mesh:

Year:  2021        PMID: 34227912     DOI: 10.1080/0142159X.2021.1944612

Source DB:  PubMed          Journal:  Med Teach        ISSN: 0142-159X            Impact factor:   3.650


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