Assessing Global Gaps in Public Health Training Within Doctoral Programs in Disaster Health Management: A Scoping Review

Abstract

Context: The increasing complexity of global disasters requires doctoral-level leadership in Disaster Health Management (DHM). DHM curricula are increasingly important for strengthening workforce preparedness and ensuring coordinated, evidence-informed responses to disasters. However, variability in curriculum structures and competencies may hinder standardization and implementation across settings. Evidence Acquisition: This scoping review followed the Joanna Briggs Institute framework and PRISMA-ScR guidelines. PubMed, Scopus, Web of Science, ERIC, and ProQuest were systematically searched, along with grey literature, for English-language, doctoral-level DHM curricula published between 2000 and February 2026. Studies focusing on non-doctoral training were excluded. The search strategy combined controlled vocabulary and keywords related to disaster health management, doctoral education, public health competencies, and curriculum development. Curricular components were extracted using a standardized data extraction form and thematically synthesized in relation to the World Health Organization Essential Public Health Functions. Results: The search retrieved 832 records; after removal of 140 duplicates and full screening, 16 documents were included in the final synthesis. Few programs were specifically designed for DHM, and most training was offered at the master’s or certificate level. Content analysis showed low alignment with WHO competencies: 13% of curricula addressed intersectoral skills, whereas 81.6% focused on clinical aspects. Curricula also disproportionately emphasized disaster response and recovery over mitigation and preparedness. Conclusions: These findings underscore substantial structural and thematic gaps. The predominance of a specialized clinical model, rather than a systemic leadership-focused model, limits the capacity to achieve WHO and UNDRR macro-level disaster risk reduction goals. Targeted doctoral programs should be developed, and postgraduate curricula should be updated to prioritize prevention, preparedness, and systemic competencies.