A Review and Future Directions for Global Public Health Security Assessment Tools
Fangyu Cheng1Chunping Wang1Yueyuan Li1Hongtao Wu2,3,4,#
1. School of Public Health, Shandong Second Medical University, Weifang city, Shandong Province, China.
2. Health Emergency Center, Chinese Centers for Disease Control and Prevention & Chinese Academy of Preventive Medicine, Beijing, China.
3. Center for Crisis Management Research, Tsinghua University, Beijing, China.
4.National Key Laboratory of Intelligent Tracking and Forecasting for Infectious Diseases, Chinese Centers for Disease Control and Prevention & Chinese Academy of Preventive Medicine, Beijing, China.
# Corresponding author: Hongtao Wu, wuht@chinacdc.cn.
In the context of globalization, national capacities for responding to public health emergencies are evaluated using various global assessment tools, most notably the externally derived Global Health Security Index (GHSI), the peer-reviewed Joint External Evaluation (JEE), and the self-reported States Parties Self-Assessment Annual Report (SPAR). These instruments are designed to strengthen emergency response systems worldwide. However, the dynamic transmission characteristics of the COVID-19 pandemic exposed significant discrepancies, as assessment scores from these tools did not consistently align with countries’ actual pandemic response performance. This review examines the performance of these assessment tools throughout the pandemic and identifies three fundamental issues that undermined the effectiveness of GHSI, JEE, and SPAR evaluations. Although indicators across eight technical areas were revised following the pandemic, substantial modifications remain necessary to address the identified limitations. To enhance the utility of these assessment frameworks, systematic revisions are required in multiple domains: restructuring the indicator system architecture, diversifying data sources while expanding indicator dimensions, strengthening data verification protocols, refining weight allocation methodologies, incorporating real-time data streams, and ultimately establishing a dynamic monitoring and assessment system.
Global Public Health Security Assessment Tool: Review and Outlook
Cheng Fangyu1Wang Chunping1Li Yueyuan1Wu Hongtao2,3,4,#
1. School of Public Health，Shandong Second Medical UniversityWeifang City, Shandong Province, China;
2. health emergency center，Chinese Center for Disease Control and Prevention(Chinese Academy of Preventive Medicine)Beijing, China;
3. Emergency Management Research Base，Tsinghua UniversityBeijing, China;
4. National Key Laboratory of Infectious Disease Traceability, Early Warning and Intelligent Decision-makingChinese Center for Disease Control and Prevention (Chinese Academy of Preventive Medicine Sciences) Beijing, China。
# Corresponding author: Wu Hongtao，wuht@chinacdc.cn。
Learn about global public health security13the current status of assessment tools, and based on the Global Health Security Index (Global Health Security Index)GHSI), joint external evaluation (JEE) and the annual self-assessment report of the State Party (SPAR) three tools as the focus, and analyze the main reasons for their poor evaluation results during the COVID-19 epidemic to provide reference for future improvements. A literature review method was used to systematically search Chinese and English databases and include128closely related documents, analysisGHSI、JEEandSPARlimitations and compare changes in assessment indicators before and after the COVID-19 pandemic.GHSI、JEEandSPARDuring the COVID-19 epidemic, there was a discrepancy between the assessment results of national capabilities and the actual response results. The main reasons were due to insufficient authenticity and accessibility of data, unreasonable distribution of indicator weights, failure of indicator design to reflect the dynamic development of the epidemic, and failure to incorporate social and cultural factors. In the future, the indicator system framework should be systematically revised, data sources and dimensions should be broadened, data verification should be strengthened, weight distribution should be optimized, real-time data flow should be introduced, and a dynamic monitoring and evaluation system should be finally built.。
For more information: https://weekly.chinacdc.cn/en/article/doi/10.46234/ccdcw2026.002
A Comprehensive Analysis of Capability Enhancement in National Emergency Response Teams for Infectious Diseases — China, 2023
Jing Zhao1,&Yuqun Wang2,&,Bing Li1Guoqing Shi1,#
1. National Key Laboratory of Intelligent Tracking and Forecasting for Infectious Diseases, Chinese Center for Disease Control and Prevention & Chinese Academy of Preventive Medicine, Beijing, China;
2. School of Public Health, Shandong Second Medical University, Weifang City, Shandong Province, China.
& Joint first authors.
# Corresponding author: Guoqing Shi, shigq@chinacdc.cn.
The National Emergency Response Team of Infectious Disease (NERID) constitutes the cornerstone of China’s public health emergency response infrastructure. This study systematically evaluates NERID’s current management practices and capacity-building initiatives, examining regional variations to establish an evidence base for advancing team modernization and standardization. We conducted a comprehensive questionnaire survey of all 20 NERID teams in China during November 2023. Descriptive analyses examined four core domains: team construction, management systems, capacity building, and emergency response operations. Two novel metrics were developed to quantify preparedness activities: the Training Intensity Index and the Drill Intensity Index. This investigation represents the first nationwide assessment of NERID development and management, encompassing 20 teams distributed across seven geographic regions. Critical findings demonstrated that full-time staff comprised only 21.1% of management personnel, while equipment standardization remained insufficient, with unified coding systems implemented in merely 45% of teams. Substantial regional disparities emerged in training and drill activities. Teams averaged two training sessions and three drills annually, with mean participation of 79 and 45 individuals per session, respectively. These metrics yielded a Training Intensity Index of 125 person-times per year and a Drill Intensity Index of 121 person-times per year. Although NERID has established nationwide coverage, significant deficiencies persist in dedicated personnel management and digital infrastructure development. Beyond strengthening routine training and drills, implementing comprehensive multi-scenario and multi-mode exercises is essential to enhance operational readiness and response capabilities.
Investigation and analysis on the current situation of management and capacity building of the national acute infectious disease prevention and control team
Zhao Jing1,&Wang Yuqun2,&Li Bing1Shi Guoqing1,#
1. National Key Laboratory of Lake Source Early Warning and Intelligent Decision-making for Infectious Diseases, Chinese Center for Disease Control and Prevention (Chinese Academy of Preventive Medicine), Beijing, China;
2. School of Public Health, Shandong Second Medical University, Weifang, Shandong Province, China。
& Co-first author.
# Corresponding author:Shi Guoqing，shigq@chinacdc.cn。
National Emergency Infectious Disease Prevention and Control Team (NERID) is the core force of my country’s public health emergency system. This study aims to clarify the currentNERIDIn terms of the current situation of team management and capacity building, the regional differences are analyzed to provide a theoretical basis for promoting the modernization and standardization of the team. The study carried out descriptive analysis around the four dimensions of team formation, management system, capacity building and emergency response, and constructed a training intensity index and an exercise intensity index. This study was conducted on2023Year11For the first time in the country,20branchNERIDA comprehensive evaluation of its development and management status was conducted.ResearchIt was found that the proportion of full-time personnel among managers was only21.1%;The degree of equipment standardization is still insufficient, such as only45%The team has established a unified material coding system; there are also obvious regional differences in training and drills. Specifically, each team conducts training every year2times, drills3times, the average number of participants each time is79people and45people, the training intensity index calculated based on this is125(people·Second-rate/year), the exercise intensity index is121(people·Second-rate/Year). althoughNERIDIt has achieved nationwide coverage, but there are still significant shortcomings in aspects such as full-time personnel management and information construction. In the future, it is not only necessary to strengthen regular training and drills, but also to carry out multi-scenario and multi-mode comprehensive drills to comprehensively improve actual combat capabilities.。
For more information: https://weekly.chinacdc.cn/en/article/doi/10.46234/ccdcw2026.003
Construction of Evaluation Indicators for the Public Health System in Primary and Secondary Schools — Beijing, China, 2024–2025
Xinyu Hou1Mei Gu1,Jingxuan Zhao1Jia Yang1,#
1. School of Public Health, Capital Medical University, Beijing, China.
# Corresponding author: Yang Jia, yangjia@ccmu.edu.cn.
To construct a set of evaluation indicators suitable for the public health system in primary and secondary schools in Beijing, this study aimed to provide a basis for objectively assessing the current status of system development and identifying future directions for improvement. An indicator pool was established based on literature reviews and expert consultation. The indicator system was then refined and finalized through two rounds of the Delphi method, and the weights of the indicators were determined using the analytic hierarchy process. The expert participation rate reached 100%, and the average expert authority coefficient was 0.87. The indicator coordination coefficient W was statistically significant (P<0.001). Ultimately, an evaluation system comprising 5 first-level indicators, 15 second-level indicators, and 39 third-level indicators were developed. The indicator system constructed in this study shows good expert consistency and credibility. It can effectively pinpoint key components of system development, providing a scientific foundation for optimizing resource allocation and supporting ongoing improvement.
Construction of evaluation indicators for public health systems in primary and secondary schools — Beijing, China,2024–2025Year
Hou Xinyu1Gu Mei1Zhao Jingxuan1Yang Jia1,#
1. School of Public Health, Capital Medical University, Beijing, China。
# Corresponding author:Yang Jia，yangjia@ccmu.edu.cn。
A set of evaluation indicators for the public health system in primary and secondary schools in Beijing was constructed to provide a reference for objectively evaluating the current status and improvement direction of the system. Establish an indicator pool based on literature research and expert consultation,The studyThe indicator system was screened and determined through two rounds of Delphi method, and then the indicator weight was determined with the help of the analytic hierarchy process. The expert positivity coefficient is100%the mean value of authority coefficient is0.87indicator coordination coefficient Wis statistically significant (P＜0.001), the final creation contains5a first-level indicator,15a secondary indicator,39A three-level indicator evaluation system. The indicator system constructed by this research has good expert consistency and credibility, can effectively identify key links in system construction, and provides scientific basis for optimizing resource allocation and promoting continuous improvement.。
For more information: https://weekly.chinacdc.cn/en/article/doi/10.46234/ccdcw2026.004
Student-Oriented Competency Building Module: Implications for the Improvement of Global Health Education
Chen Chen 1Hong Chen 2Xiaohua Wang 3Wei Ding 4,5,Jiayi Yang6Yi Cai 7,#
1. Department of Global Health, School of Public Health, Wuhan University, Wuhan City, Hubei ProvinceChina;
2. Center for Global Public Health, Chinese Centers for Disease Control and Prevention & Chinese Academy of Preventive Medicine, Beijing, China;
3. Center for Project Supervision and Management, National Health Commission, Beijing, China;
4. National Institute of Parasitic Diseases, Chinese Center for Disease Control and Prevention (Chinese Center for Tropical Diseases Research), Shanghai, China;
5. University of Côte d’Azur, ESPACE UMR 7300, Nice, France;
6. Secretariat Office of the Research Center on Building a Community with a Shared Future for Humanity, the Center for Global Biosecurity Governance, China Foreign Affairs University, Beijing, China;
7. Wuhan University Institute of International Law, Wuhan CityHubei ProvinceChina.
# Corresponding authors: Yi Cai, yc131@whu.edu.cn.
In response to growing uncertainty in global health driven by geopolitical tensions, pandemics, and climate-related challenges, global health education must evolve to equip students with theoretical knowledge and core competencies, such as leadership, cross-cultural communication, and strategic thinking. This study reviews the updates to the International Health Project Management (IHPM) course and examines its three key changes: introducing a student-oriented teaching module, incorporating teamwork and role-play to promote autonomy and accountability; expanding geographic flexibility to encourage broader strategic thinking; and strengthening team dynamics through clearer role definitions and targeted support mechanisms. Students formed project teams, established internal regulations, and selected global health scenarios for project design. This revised approach fostered in-depth discussions that encouraged open-minded thinking, enabling students to move beyond disease-focused content to strategic systemic considerations. Greater group ownership also improved collaboration and accountability, addressing common teamwork challenges such as role confusion and uneven participation. However, the analytical depth varied depending on students’ disciplinary backgrounds. Finally, we argue that a tiered curriculum that moves from theory to capacity building can better support student growth. Overall, these findings highlight the potential of student-oriented approaches to strengthen leadership, cross-cultural communication, and strategic-thinking, competencies essential for contributing to a shared future for global health.
A student-directed competency-building model: Implications for improving global health education.
Chen Chen1Chen Hong2Wang Xiaohua3Ding Wei4,5Yang Jiayi6Cai Yi7,#
1. Department of Global Health, School of Public Health, Wuhan University, Wuhancity,hubeiProvince,China;
2. Center for Global Public Health, Chinese Center for Disease Control and Prevention（Chinese Academy of Preventive Medicine）Beijing, China;
3. National Health Commission Project Fund Supervision and Service Center, Beijing, China;
4. Institute for Parasitic Disease Control and Prevention (China Research Center for Tropical Diseases), Chinese Center for Disease Control and Prevention, Shanghai, China;
5. Université Côte d’Azur, Nice, France;
6. Secretariat of the Research Center for a Community with a Shared Future for Mankind, China Foreign Affairs University, Beijing, China;
7. Institute of International Law, Wuhan University, Wuhancity,hubeiProvince,China。
# Corresponding author:Cai Yi,yc131@whu.edu.cn。
In the context of geopolitical tensions, infectious disease pandemics, and climate risks, global health education needs to simultaneously strengthen core competencies such as theoretical learning and leadership, cross-cultural communication, and strategic thinking. This study is based on the update of the “International Health Project Management” course for the global health undergraduate course, and summarizes three reforms: First, introduce a student-centered teaching module to enhance autonomy and responsibility awareness through teamwork and role-playing; second, expand the geographical selection of project situations to promote strategic thinking from a broader perspective; third, strengthen team operation with clear job responsibilities and supporting support mechanisms. During the implementation, students formed their own teams, formulated rules and carried out scenario-based project design. Class discussions were more in-depth and their thinking was based on“disease oriented”Expanded to the system and strategic levels; team shared responsibility improves collaboration and accountability, and alleviates role confusion and uneven participation. However, students’ depth of analysis is affected by their subject background. We recommend building“theory—Capacity building”A layered curriculum system to better support student growth。
For more information: https://weekly.chinacdc.cn/en/article/doi/10.46234/ccdcw2026.001
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