Master’s programs in vaccinology in Spain: a nationwide systematic environmental scan and a Delphi-informed core curriculum proposal

TL;DR

This study maps and evaluates master’s programs in vaccinology in Spain and proposes a standardized curriculum to improve training consistency and quality.

Contribution

The study introduces a Delphi-informed, competency-based core curriculum for vaccinology education in Spain.

Findings

Spain’s vaccinology master’s programs are fragmented, with most being non-official and lacking standardized competencies.

A Delphi process resulted in an eight-domain, 60-ECTS core curriculum addressing gaps in regulation, economics, and experiential training.

Only one program among seven analyzed is officially accredited, highlighting the need for harmonized standards.

Abstract

Vaccination is a cornerstone of public health; however, the master’s-level training in Spain remains fragmented and largely delivered through non-official master’s degrees (Spanish título propio) with heterogeneous structures and uneven coverage of critical domains. The lack of harmonized competency standards limits workforce readiness and international comparability. This study aimed to map the national training landscape and develop a consensus-based, competency-oriented core curriculum for a future official master’s program in vaccinology.

We conducted a nationwide systematic environmental scan (May–June 2025) of master’s programs using official registries (RUCT, ANECA) and university websites. Eligible programs were required to be active in 2025–2026 and to have a publicly available syllabus. Two reviewers independently screened records and extracted data on European Credit Transfer and Accumulation System (ECTS) credits, delivery format, practicum and thesis requirements, tuition, language, and stated competencies. We then conducted a modified Delphi with a multidisciplinary expert panel. Consensus on the final domains was defined as a mean score of ≥4 (on a Likert scale of 1–5) and ≥80% agreement among participants. The agreed domains and their proposed ECTS allocations were compiled into a core curriculum worth 60 ECTS.

Of 20 records identified, 7 programs met the inclusion criteria. Only one—the Erasmus Mundus LIVE (Leading International Vaccinology Education)—was an official master’s degree (state-regulated, RUCT/ANECA-accredited; 120 ECTS); the remaining programs were university-awarded, non-official master’s degrees (24–60 ECTS). The majority of these programs were delivered online, primarily in Spanish; total tuition ranged from €560 to €10,159. All programs covered scientific fundamentals, epidemiology, and translational research; however, the inclusion of topics such as regulation/pharmacovigilance, health economics, risk communication, vaccine confidence, special populations, and internships was inconsistent. Four programs required a master’s thesis; only one offered professional internships (LIVE; 3 ECTS). The Delphi process produced an eight-domain framework with competency-based learning outcomes and 60 ECTS distributed across domains.

Spain’s master’s-level vaccinology education is heterogeneous, with gaps in regulatory science, economics, cross-cutting competencies (leadership, communication, ethics, and equity), special-population vaccination, and experiential training. A shared, competency-based framework can guide program redesign, enhance transparency for learners and employers, and support quality assurance and international alignment.

We propose a Delphi-informed, eight-domain, 60-ECTS core curriculum to harmonize master’s-level vaccinology education in Spain, strengthen workforce preparedness, and align national training with international expectations.

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