Dear Editor We were very interested to read the recent article 'Sustainable healthcare education: A systemic review of the evidence and barriers to inclusion' (Bray et al. 2022) published in your journal. We are grateful to the authors for their work in reviewing the methods, outcomes, and barriers in the delivery of sustainable healthcare education. We agree that supporting students to incorporate sus-tainability into clinical practice is a key and desirable learning outcome, and that enhancing student's theoretical knowledge has no guarantee of achieving this goal. To help address this dilemma, we have developed a Sustainability in Quality Improvement Framework that can be embedded into undergraduate and postgraduate education.
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