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Climate change, air pollution, and ecological degradation are defining public health and health equity challenges of our time. Efforts to integrate and evaluate climate change curriculum in medical education is still nascent. Herein, the authors presented findings of a longitudinal evaluation of such curriculum at Harvard Medical School (HMS). Authors designed and administered competency-based and course content-specific pre/post surveys to first-year HMS students to evaluate the impact of the climate change, environment, and health curriculum. Survey development used an adapted Delphi process to solicit feedback from experts at HMS, students, and the Office of Medical Education and included seven-point Likert scale questions (dichotomized and analyzed using Fisher’s exact test). Once data saturation was reached, we conducted a thematic analysis to identify key themes and selected illustrative quotes to support each theme. Surveys were administered to the first-year class of 134 HMS students from August 2023 to December 2024. Response rates varied from 21/132 (15.7%) to 119/134 (82.1%). Comparing pre-to post-course responses, competency-based surveys demonstrated statistically significant improvements in 19/20 items (95.0%) and course content-specific surveys showed statistically significant improvements in 20/29 items (69.0%). The vast majority of open-ended responses affirmed the curriculum’s value. This study demonstrated that the curriculum significantly improved medical students’ self-perceived competence in climate-related topics. While statistically significant improvements were observed, results are based on self-reported perceptions and may be subject to response bias due to response rate attrition during the study. No formal validation process was conducted during survey development. As climate and health equity education continues to expand rapidly, often with little standardization, these findings offer insight for other institutions seeking to build measurably impactful curricula, and ultimately prepare medical students to more effectively deliver patient care on a warming planet.气候变化、空气污染与生态退化，是当今时代公共卫生与健康公平领域的核心挑战。目前，在医学教育中整合并评估气候变化相关课程的实践仍处于起步阶段。为此，本文作者报告了哈佛医学院（Harvard Medical School, HMS）针对此类课程开展的纵向评估结果。作者面向哈佛医学院一年级学生，设计并实施了基于胜任力与课程内容特异性的前后测问卷，以评估气候变化、环境与健康课程的教学效果。问卷开发采用了改良后的德尔菲法（Delphi process），向哈佛医学院的专家、学生以及医学教育办公室征求意见，问卷包含七点李克特量表（Likert scale）问题，数据经二分法处理后采用费希尔精确检验（Fisher’s exact test）进行分析。在达到数据饱和（data saturation）标准后，我们开展了主题分析法（thematic analysis）以识别核心主题，并选取典型引语为每个主题提供支撑。本研究于2023年8月至2024年12月期间，面向哈佛医学院134名一年级学生实施了问卷调研。问卷应答率介于21/132（15.7%）至119/134（82.1%）之间。对比课程前后的问卷结果，基于胜任力的问卷在20个条目中有19个（95.0%）显示出具有统计学意义的提升，而课程内容特异性问卷在29个条目中有20个（69.0%）实现了具有统计学意义的提升。绝大多数开放式问卷回复均认可了该课程的价值。本研究表明，该课程显著提升了医学生对气候相关主题的自我感知胜任力。尽管观测到了具有统计学意义的提升，但研究结果基于自我报告的感知数据，且可能因调研过程中应答率流失而存在应答偏倚（response bias）。问卷开发阶段未开展正式的效度验证流程。随着气候与健康公平教育快速扩张且往往缺乏标准化规范，本研究结果可为其他致力于构建可量化有效课程的院校提供参考，最终助力医学生在不断变暖的星球上更有效地开展患者照护工作。