By: Dr. Lucy Eum, MD, Dr. Shawna O’Hearn, Director, Office of Community Engagement, Elise Sammons, Manager of Global and Planetary Health, Office of Community Engagement

Dr. Tarun Ghose was a distinguished physician, medical researcher, and educator whose lifelong commitment to advancing cancer research and promoting global health left a lasting impact. Born in India, Dr. Ghose’s career spanned continents, with a particular focus on oncology, radiation biology, and the biological effects of radiation.

In 1958, Dr. Ghose was part of the team that conducted pivotal research in Hiroshima and Nagasaki, Japan, co-authoring a groundbreaking paper that linked leukemia incidence to radiation exposure in atomic bomb survivors. This work earned him international recognition for its critical contribution to understanding the long-term effects of radiation.

His distinguished career continued at Dalhousie University for over two decades as a faculty member. He pioneered research in cancer immunology, authoring 200 papers and giving invited lectures at scientific meetings around the world.

But Dr. Ghose’s legacy extends beyond his scientific work. He was a passionate advocate for global health, peace, and social justice. His deep concerns about the state of the world were reflected in his personal actions and his writings. In a letter written just weeks before his passing in 2020, he expressed his hopes for a better future: “There is nothing but human destruction and devastation going on unchecked around the world. We need to have a minimum standard of human health, we need strong international bodies to promote peace and avoid wars. We also need to ban the sale of weapons of mass destruction. Canada can probably do something about it.”

In recognition of these values, Dr. Ghose left funds to establish this lecture series on global and planetary health, a testament to his dedication to keeping these conversations at the forefront of our work at Dalhousie and in the Maritimes.

A man of intellect, compassion, and vision, Dr. Ghose’s legacy endures not only through his scientific contributions but also through his ongoing influence in the areas of global health, peace, and social justice. His belief that “A life well lived is a beautiful legacy” reflects the profound impact he had on those around him, and his memory continues to inspire through the Dr. Tarunendu Ghose Visiting Scholar in Global Health lecture series established in his name.

On April 2, 2025, the second Dr. Tarunendu Ghose visiting Scholar in Global Health lecture took place, here at Dalhousie University. Dr. Sonja Wicklum’s lecture, “Planetary Health Education, from Burden to Privilege: Addressing the Greatest Health Threat of Our Time,” was a compelling call to action for integrating planetary health into every level of medical education and practice. Dr. Sonja Wicklum is a family physician, educator, and advocate based at the Cumming School of Medicine at the University of Calgary, where she serves as the Director of Planetary Health. She brings over a decade of clinical and academic experience, including work in rural Montana and Ontario. She is the principal investigator of the CIHR-funded Makoyoh’sokoi (Wolf Trail) Program—a holistic wellness initiative for Indigenous women—and holds leadership roles such as Family Medicine Clerkship Director and Co-Chair of the Association of Faculties of Medicine of Canada Planetary Health Committee. Recognized for her contributions with multiple awards, including the Nicole Bruinsma Award for Environmental Leadership, Dr. Wicklum is a national and international leader in embedding sustainability, advocacy, and equity into healthcare.

In her talk, Dr. Wicklum situated Canada—and Alberta specifically—within the global climate crisis, highlighting both the environmental toll of the oil and gas industry and the opportunity for health systems to lead in climate mitigation.

Dr. Wicklum emphasized that planetary health education must be transformative, rooted in systems thinking, social justice, and Indigenous knowledge, and supported by emotionally resonant teaching that inspires connection, care, and action.

A central theme was the pivotal role of medical learners. Medical students and residents are not only eager but essential agents of change, with real impact already seen in clinical practices shifting away from high-carbon interventions like metered-dose inhalers. Dr. Wicklum stressed that students must be empowered through education, dialogue, and inclusion in decision-making. She shared concrete examples from the University of Calgary, including sustainable quality improvement projects and the expansion of the Makoyoh’sokoi (Wolf Trail) wellness program for Indigenous women.

Her talk also highlighted major initiatives in Alberta—despite political challenges—such as greening primary care clinics and using family medicine offices as conduits for climate education. She underscored the urgent need for health systems to model low-carbon care, advocate for policy change, and prepare for climate-related disasters. Above all, she framed this work not as an obligation, but a profound privilege—especially in supporting young people whose mental health is increasingly affected by climate anxiety. Her message was one of hope, responsibility, and the power of healthcare to shape a more sustainable and just future.

To watch the recording of the 2025 lecture and to learn more about our planetary health work please visit our website.

By Lucy Eum, Resident, Dalhousie Department of Medicine and Outreach Assistant, Office of Community Partnerships and Global Health

As we begin a new academic year we wanted to highlight our amazing team. I sat down with Elise Sammons, Manager of Global and Planetary Health and here is what she had to say.

Q: Please describe your work in 6 words.   

A: Health for the planet and people everywhere. I went with seven words! Hope that’s okay. 

Q: Why do you do this work?   

A: I believe we should be working toward a healthier world for everyone. The health of the planet and people everywhere is so interconnected so it’s important for physicians and healthcare professionals to think about health globally and on a planetary level. It’s so important for students to start learning now about the role that healthcare professionals can play in helping to address global health inequities and injustices and in contributing to the transition to more sustainable healthcare system. I love having the chance to work with students who are passionate about these issues and with those who are interested in learning more. It’s also a very collaborative area where I get to work with a lot of partners within and beyond the university and I love having the chance to work in that way. 

Q: What is the biggest challenge in your work?  

A: Global health and planetary health are both really complex and large areas of study and it can be a challenge to know where to focus my energy and how to best make a difference. It can sometimes also be a challenge to know how to best support students to learn more about these areas when they also face the challenge of very full and demanding schedules and course requirements. 

To find out more about about Elise’s work please visit our website.

Planetary Health

Global Health

By Lucy Eum, Resident, Dalhousie Department of Medicine and Outreach Assistant, Office of Community Partnerships and Global Health

I attended the 2024 CASCADES (Creating a Sustainable Canadian Health System in a Climate Crisis) Summer Institute on Sustainable Health Systems in June at the Dalhousie hub. I had the privilege of engaging in insightful panel discussions, participating in collaborative workshops, and exchanging knowledge—all while enjoying some great food. 

We talked about the intricate ways in which different aspects of our healthcare system contribute to environmental sustainability or, conversely, to the climate crisis. It was fascinating to hear about initiatives being implemented across the country and internationally, from reducing energy consumption in hospitals to incorporating more plant-based options in hospital cafeterias. 

We also delved into the ways in which climate change disproportionately affects Indigenous communities, threatening their traditional ways of living and food procurement. This aspect of the institute highlighted the importance of preserving Indigenous knowledge and practices, which are crucial for both cultural survival and environmental stewardship. 

I interacted with people from various backgrounds, including medical trainees at different stages, nurses, and researchers. One participant shared a simple but impactful change they made at home, like using refillable soaps instead of buying more bottles. We also brainstormed micro, meso, and macro-level changes to health systems, such as potential alternatives to glass IV medication bottles and implementing environmentally conscious prescribing practices. Additionally, we discussed how environmental changes could affect specific populations, such as outdoor workers, those requiring home dialysis, the elderly with limited supports, and the homeless, and explored ways to address these challenges. 

Overall, the institute was a great opportunity to learn and be inspired by the work being done to create a more sustainable healthcare system. The experience reminded me that even in a complex system like healthcare, every small effort counts and can contribute to a larger impact. 

“CASCADES is an initiative of four founding partners: the University of Toronto Collaborative Centre for Climate, Health & Sustainable Care, the Healthy Populations Institute at Dalhousie University, the Planetary Healthcare Lab at the University of British Columbia, and the Canadian Coalition for Green Health Care. In Quebec, CASCADES is a partner in the Réseau d’action pour la santé durable du Québec. CASCADES strengthens the capacity of the healthcare community across Canada to transition towards, high-quality, low-carbon, sustainable and climate resilient care. To learn more, visit: https://cascadescanada.ca” 

 

By: Lucy Eum, Outreach Assistant, Office of Community Partnerships and Global Health

Mind the Disruption is a podcast by the National Collaborating Centre for Determinants of Health and the Public Health Agency of Canada. It is committed to constructing a healthier, more equitable world. This podcast delves into the intricate fabric of social movements advocating for justice. Now in its second season, the podcast embarks on an exploration of social justice movements.

In its first episode of season two, Mind the Disruption welcomed the guest speakers Dr. Ingrid Waldron, Professor and HOPE Chair in Peace and Health in the Global Peace and Social Justice Program at McMaster University, and Dr. Gaynor Watson-Creed, Associate Dean, Serving and Engaging Society at the Community Partnerships and Global Health Office at Dalhousie University. Dr. Waldron, alongside Dr. Watson-Creed, initiated a compelling dialogue on environmental racism in Nova Scotia. Dr. Waldron’s insights into the Environmental Noxiousness, Racial Inequities & Community Health (ENRICH) project highlighted the importance of collaboration in raising awareness, fostering community empowerment, and engaging political advocates to effect transformative policy changes.

The conversation illuminated the urgency of addressing racial disparities within environmental issues, as Dr. Waldron remarked, “Racial procrastination delays action on systemic racism, in health care, immigration, and more.” These words resonate deeply with me as I also feel the same critical need for immediate action to dismantle systemic inequities in these areas, including medical education.

Contextualizing the significance of this discourse within the broader mission of the Faculty of Medicine at Dalhousie University elucidates its profound impact. With a steadfast commitment to social accountability, the faculty endeavors to serve and uplift communities through its endeavors in research, education, and community engagement. I am looking forward to what the faculty’s next steps will be in social justice movements.

Source: National Collaborating Centre for Determinants of Health (https://nccdh.ca/learn/podcast/#season_2)

 

By Kianna Mahmoud, Dalhousie Medical student

The following piece was submitted to the 2023 Student Writing Competition that our office hosts each year. While it did not receive a specific award the judges felt it deserved honourable mention and so we share it with you today. The theme of the Student Writing Competition is community engagement and is a celebration of student voice and experiences. Please enjoy these reflections from Kianna.

A Brief History

African Nova Scotian (ANS) history is largely missing from many high-school Curricula around the country. As a result, Canadians are not aware of the historical and carefully planned policies that were targeted at maintaining African Nova Scotians to a subordinate status in Nova Scotia. I encourage anyone unaware of the rich Black Canadian history in the Atlantic to do a deep dive in their own time. Briefly, following the arrival of Mathieu DaCosta, a Black Afro-French explorer in 1604, there were at least four significant waves of migration. The Freed Black Loyalists were the first to arrive in NS in the 17^th century, followed by exiled Jamaican Marrons who built Citadel Hill under conditions of starvation (1796), then freed enslaved Africans during the war of 1812 (Saney, 1999), and the late arrivals domestic workers from the Caribbean (Calliste, 1994). Many of these Black folks, along with others throughout history have settled in 52 Black communities in Nova Scotia and others throughout the Atlantic. Provinces. There were several racist policies and practices aimed at destabilizing the Black home leading to forced migration, harsh living conditions, and inequitable access to education. For example, funding for public education in the Black community was largely non-existent and schools remained segregated until the 1960s; Black people were forced from their generational homes in Africville in the 1960s and placed in densely populated public housing without compensation (although before the demolition of this close-knit community the city refused to provide it with adequate drinking water and garbage disposal). In addition to these racist systemic efforts, ANS represents 2.4% of the province’s population but represents 11%  of admissions in provincial correctional facilities.

Inequitable Education

The Government of Canada’s 4th Sustainable Development Goal is Quality Education. It is well known among the ANS community that students experience an opportunity gap compared to non-ANS students because of historically racist policies and ongoing inequitable practices. However, the experience of Black students in Nova Scotia is not well-known among non-Black people, which perpetuates dominant cultural narratives about Black people, leading to further bias and discrimination. Similar to practices in Ontario (link), Black students in Nova Scotia are inequitably streamlined into non-academic courses, which serve as a large barrier to enrolling into university programs. In addition to streamlining, the lack of cultural safety in the school services, minimal staff representation, and continued stereotyping increase the stress burden on Black students and families. All these practices contribute to a large opportunity gap compared to non-Black students (Hamilton-Hinch, 2021), which limits students’ ability to mobilize upwards in society, escape poverty, reduce inequity and occupy professional spaces.

Resistance, Perseverance and Allies

Despite the continued marginalization and inequitable education experienced by ANS students, numerous community leaders, students, and other key partners continue to unapologetically advocate for better health and wellbeing, as well as dismantle systemic barriers to education. Community organizations advocating for better health outcomes include the Health Association of African Canadians (HAAC and African Nova Scotian Decade for people of African Descent. Academic organizations advocating for better outcomes include Promoting Leadership in Health for African Nova Scotians (PLANS), IMHOTEP Legacy Academy, and the Black Medical Students Association. In addition, the education department has made some changes in the right direction with respect to reducing barriers for Black students and improving cultural safety within schools, like revising the curriculum for Black Canadian students, hiring more student-support workers, providing grants to schools to create culturally safe spaces, requiring all schools to examine data when it comes to achievement, etc. With the determination and hard, yet exhausting, work of community members, Black and other allied groups in Nova Scotia can work towards true equitable education for ANS students, thus increasing the opportunities available for students to increase average family income, mobilize upwards in society, and occupy important positions of power to create real sustainable change.

By: Office of Community Partnerships and Global Health

The Global Health Awards were recently presented as part of the 11th Annual Thomas and Alice Morgans Fear Conference in early June. These awards were established to recognize the outstanding contribution made to the global health community by our faculty, students and residents. These annual awards are presented to individuals who advance the global health community at Dalhousie through: 

• Demonstrated leadership in global health 
• Work experience with underrepresented communities 
• Engagement in global health research 
• Mentorship in global health 
• Promotion, development and enhancement of global health at Dalhousie 

We are thrilled to recognize and congratulate the recipients of the 2023 Global Health Awards.

Dr. Ron Stewart Award for Student Leadership in Global Health  

This award was established in 2006 and is given to a student of Dalhousie Medical School or in the faculties of Health or Dentistry, who has demonstrated leadership in global health and a commitment to improving the health of marginalized communities during their time at Dalhousie. This award honours Dr. Stewart’s personal, professional and educational support and dedication to global health, and the advancement of social capital worldwide. 

The 2023 recipient is Dr. Emma McDermott 

Emma is part of the Dalhousie Medicine class of 2023, she is passionate about population and planetary health. During her time at Dalhousie Emma has been involved in many initiatives to advance healthcare in the Maritimes from advocacy work to research to curriculum development. Emma worked with the Healthy Populations Institute to create an interprofessional course on “Sustainable Health Systems in a Climate Crisis”. This course was offered to students in medicine, dentistry and health.  Emma is also the co-founder of the Dal Med Green Team, a student group focused on promoting green healthcare initiatives throughout the Maritimes. They have been successful in launching Project Green Healthcare to establish formal green teams in Maritime hospitals. As part of this work, she launched the PaRX (Park Prescriptions) across Atlantic Canada, offering physicians the tools to prescribe patients nature as treatment for mental illness.   

As a leader Emma brings passion, respect and collaboration to everything she does, her focus on environmental and social healthcare is truly inspiring. 

 Dr. Jock Murray Award for Resident Leadership in Global Health  

This award was established in 2010 to recognize excellence within residents at Dalhousie Medical School who demonstrate commitment to global health as they advocate for marginalized populations and explore new ways to engage in clinical service, education and research in under-serviced populations in Canada and abroad.  

The 2023 recipient is Dr. Oliver Neal from the Division of Neurology

Dr. Neal is passionate about health equity and the burden of disease. He has worked with underserved populations locally and globally in his clinical practice and his research. He is passionate about health systems and health equity and sought to improve both during a recent experience with the Mfuwe Epilepsy Foundation in Zambia.  Dr. Neal worked collaboratively with the interdisciplinary team to find patient focused solutions. Dr. Neal’s focus on sustainable and reciprocal partnerships is evident in his work at home and abroad as he works to improve health outcomes for underserved populations.  

Dr. Neal is a leader who has encouraged others to find creative solutions to complex issues. Through his research and advocacy work Dr. Neal has inspired his colleagues to work collaboratively to improve health systems in the Maritimes. 

Dr. John Savage Memorial Award for Faculty Leadership in Global Health  

This award was established in 2003 in memory of Dr. John Savage, a friend and colleague of the Dalhousie Medical School and a tireless champion of the need to promote healthy communities worldwide. The Dr. Savage Memorial Award for Faculty leadership in Global Health recognizes an outstanding humanitarian contribution to global health by a Dalhousie Medical School faculty member.  

The 2023 recipient is Dr. Jon Bailey from the Department of Anesthesia, Pain Management and Perioperative Medicine  

Dr. Bailey is recognized as a passionate clinician and teacher in his work with the Canadian Anesthesiology Society International Education Foundation. As leader of the Foundation, he has fully engaged with the role, continuing to strengthen the anesthesia training program in Rwanda and is referred to as an “exceptional clinical teacher and a kind host”.  Dr. Bailey is now the chair of the Anesthesia Global Health Advisory Committee which has been renamed to “Serving and Engaging Communities” to reflect a focus on both local and international needs. 

Dr. Bailey is passionate about patient and physician well-being. His work and research reflect a commitment to both. 

Congratulations to all of our 2023 award recipients. We look forward to 2024, to submit a nomination please visit our Global Health Awards page.