CONTINUING PROFESSIONAL DEVELOPMENT
Sustainable training should:
• Provide locally produced, seasonal food; • Avoid highly processed food (which has a higher carbon footprint);
• Offer jugs of tap water rather than bot- tled spring water;
• Look out for juice from the local area; • Allow a vegetarian option (not just for vegetarians) as meat production has a higher carbon footprint;
• Ask suppliers to minimise packaging, and take back the rest on delivery;
• Ensure recycling of food waste and other disposables;
• Choose reusable tableware instead of disposable items;
• Inform attendees of the sustainable pro- curement and provision of the food.
3. Venue
Choose a training location with the following:
• Natural light and air; • Heating, cooling and electricity provid- ed partly or fully by renewable energy sources (at least asking about this will fl ag the issue for the venue managers);
• Set in a natural environment, e.g. with a garden or a nearby park;
• Which provides cycle racks and changing facilities.
4. Equipment & Stationery
• Send training information by email rath- er than by post;
• Avoid overprinting and duplicating documents;
• Keep handouts short and relevant, and print double-sided;
• Use recycled paper (including for folders if these are needed);
• Provide pencils or pens made out of recy- cled material.
• Ensure recycling of fl ip charts and other training materials.
5. Involving delegates Sustainable training should:
• Show the reduction in waste and cost in- volved in the choices made;
• Ask for feedback and suggestions; • Offer a prize or donation to charity for those who arrived by the greenest means, or who put forward the most imaginative ideas for improving future training.
Step 4 - Sustainability perspectives across training subjects
In addition to individual re-skilling, training 44 | national health executive May/Jun 11
healthcare workers for a sustainable healthcare system will need to take place across all sectors: governance, technology, behaviour and models of care. Attempting to
incorporate standalone sessions on
fi nancial sustainability, social sustainability and environmental sustainability into a curriculum or CPD programme may not be possible or enviable. A more pragmatic approach is to ensure trainers understand
the principles of sustainable development and incorporate these insights into all of their sessions.
Training days can provide meaningful links between seemingly disparate areas. Ide- ally, training spaces offer participants an insight into how their roles, responsibili- ties and needs relate to the larger organi- sational goals. Bristol Medical School has
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