Question special

One of the topics discussed during the conference was the need to integrate climate health into medical education, at the undergraduate and graduate level. As a medical student studying for Step 1, I am acutely aware that my classmates are focused on learning information that is “high-yield” for test day. How do we engage students with learning material that they do not believe is board relevant? While I have phrased this as a question directed towards medical student education, I think this could also be asked about certification exams in any health discipline.