A proposed generic open curriculum for public health emergency management: An evidence-informed synthesis for country adaptation
4 affiliations
- 1National Public Health Agency, Freetown, Sierra Leone
- 2Foothills Community-Based Interventions, Monticello, Kentucky, United States of America
- 3African Field Epidemiology Network, Kampala, Uganda
- 4Makerere University-Johns Hopkins University Research Collaboration, Kampala, Uganda
Abstract
Introduction: Public Health Emergency Management frameworks, fellowships and curricula differ in emergency-cycle coverage, role differentiation and assessment. This paper developed one open, full-cycle curriculum that countries can adapt. Methods: A structured documentary review was conducted up to 5 October 2026. The search covered PubMed, institutional repositories, training-provider sites and regional sources in four languages across all six World Health Organization regions. The curriculum drew on 81 sources: 27 (33.3%) from global bodies, 20 (24.7%) from North American institutions and 34 (42.0%) from other regions. Six public packages were examined for what they already provide. Curriculum development followed a six-step model. Competencies drawn from the sources were rewritten as observable performance statements. Results: The curriculum organizes learning in four layers: a universal core, a context-adaptable core, 16 role pathways and optional specializations. Learners advance through five proficiency levels, from understand to govern and evaluate. Twenty-two domains in five clusters carry 132 outcomes, each traceable to its sources. The clusters are foundations and risk reduction, preparedness, incident management, response functions, and recovery and learning. Graduates demonstrate competence through twelve proposed workplace or simulation products. By comparison, none of the three existing educational packages examined combined full-cycle competencies, differentiated role pathways, teaching content, simulation, workplace products, mentor guidance and assessment in one publicly available package. Conclusion: Ministries and training institutions can adapt one open, traceable specification. It remains a proposal until external content validation, consensus review, country adaptation, field testing and effectiveness evaluation are complete.
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BibTeX
@article{ikoona2026proposed,
title = {{A proposed generic open curriculum for public health emergency management: An evidence-informed synthesis for country adaptation}},
author = {Eric Nzirakaindi Ikoona and Lucy Namulemo and Godfrey Lumbuye Kayita and Rebecca Sakwa and Mohamed Alex Vandi and Foday Sahr},
journal = {Journal of Interventional Epidemiology and Public Health},
year = {2026},
month = oct,
doi = {10.37432/jieph-d-26-00297},
url = {https://doi.org/10.37432/jieph-d-26-00297},
note = {CC BY},
}
RIS
TY - JOUR
TI - A proposed generic open curriculum for public health emergency management: An evidence-informed synthesis for country adaptation
AU - Eric Nzirakaindi Ikoona
AU - Lucy Namulemo
AU - Godfrey Lumbuye Kayita
AU - Rebecca Sakwa
AU - Mohamed Alex Vandi
AU - Foday Sahr
PY - 2026
DA - 2026/10/01
JO - Journal of Interventional Epidemiology and Public Health
DO - 10.37432/jieph-d-26-00297
UR - https://doi.org/10.37432/jieph-d-26-00297
AB - Introduction: Public Health Emergency Management frameworks, fellowships and curricula differ in emergency-cycle coverage, role differentiation and assessment. This paper developed one open, full-cycle curriculum that countries can adapt. Methods: A structured documentary review was conducted up to 5 October 2026. The search covered PubMed, institutional repositories, training-provider sites and regional sources in four languages across all six World Health Organization regions. The curriculum drew on 81 sources: 27 (33.3%) from global bodies, 20 (24.7%) from North American institutions and 34 (42.0%) from other regions. Six public packages were examined for what they already provide. Curriculum development followed a six-step model. Competencies drawn from the sources were rewritten as observable performance statements. Results: The curriculum organizes learning in four layers: a universal core, a context-adaptable core, 16 role pathways and optional specializations. Learners advance through five proficiency levels, from understand to govern and evaluate. Twenty-two domains in five clusters carry 132 outcomes, each traceable to its sources. The clusters are foundations and risk reduction, preparedness, incident management, response functions, and recovery and learning. Graduates demonstrate competence through twelve proposed workplace or simulation products. By comparison, none of the three existing educational packages examined combined full-cycle competencies, differentiated role pathways, teaching content, simulation, workplace products, mentor guidance and assessment in one publicly available package. Conclusion: Ministries and training institutions can adapt one open, traceable specification. It remains a proposal until external content validation, consensus review, country adaptation, field testing and effectiveness evaluation are complete.
SN - 2664-2824
ER -