Strengthening pandemic preparedness and response through undergraduate education in biomedical and health sciences: A...

The COVID-19 pandemic exposed critical gaps in health workforces and highlighted the need to strengthen pandemic preparedness and response within health professions education. This study examines pandemic preparedness within undergraduate biomedical and health sciences education in Georgia and identifies strategies for strengthening future preparedness and response.

A mixed-methods design integrated findings from four related studies. Quantitative data were collected and analyzed from final-year students (n = 296) and alumni graduating between 2015 and 2024 (n = 203), assessing perceived preparedness, COVID-19 response participation, and pandemic-related competencies. Qualitative data were collected and analyzed through semi-structured interviews with Georgian educators and curricular committee members (n = 30) and public health experts (n = 21) to identify priorities for curricular reform.

Student preparedness was moderate (M = 3.50, SD = 1.14), while alumni reported lower overall preparedness (M = 2.95, SD = 1.15). Practical skills showed the strongest association with preparedness among students (r = .739), whereas pandemic-related knowledge was the strongest correlate among alumni (r = .698). Participation in COVID-19 response activities and extracurricular training was associated with higher preparedness in both groups. Qualitative findings revealed fragmented curricular integration and emphasized the need for structured training, simulation-based education, experiential learning, interdisciplinary collaboration, and stronger public health communication competencies.

Embedding pandemic preparedness and response competencies into undergraduate biomedical and health sciences education represents a proactive strategy to strengthen health workforce capacity and build more resilient health systems for future public health emergencies.