Medical Education Should Incorporate National Health Priorities, Says WHO National Professional Officer

Healthcare systems are under growing pressure from profound demographic shifts and the emergence of new disease patterns. Aging populations, the rise of non-communicable diseases, increasing rates of disability, and recurring public health emergencies are forcing governments and institutions to reconsider approaches to medical education.

In this evolving landscape, the World Health Organization (WHO) plays a critical guiding role for countries seeking to modernize their health workforce. In an interview with Science and Education Media, Turana Aliyeva, National Professional Officer for Disability, Rehabilitation, and Assistive Technologies at the WHO Country Office in Azerbaijan, discussed global priorities in medical education, how they can be adapted to national needs, and the key initiatives planned for the near future.

Q: Ms. Aliyeva, how does the WHO currently define its key priorities in medical education, and how are these priorities adapted to the specific needs of individual countries?

Aliyeva: The WHO defines its priorities in medical education by drawing on global health trends, the latest scientific evidence, and commitments outlined in key international frameworks, including the Global Strategy on Human Resources for Health. These priorities are also shaped by emerging and intensifying challenges such as population aging, the increasing prevalence of non-communicable diseases, disability, public health emergencies, and the need to ensure equitable access to health services.

Importantly, the needs and perspectives of medical students are also factored into this process. In this context, Dr. Hande Harmancı, WHO Representative and Head of the WHO Country Office in Azerbaijan, has held a series of meetings with representatives of the Azerbaijan Doctors and Medical Students Public Union (AzerMDS). These discussions focused on better understanding the priorities of medical students and exploring opportunities for their engagement in WHO-led initiatives. Such involvement helps equip future health professionals with evidence-based knowledge and practical skills, while also enabling them to contribute meaningfully to both national and global health priorities.

At the national level, global priorities are operationalised through sustained collaboration with government counterparts and key stakeholders. This includes analysing country-specific health system challenges, assessing workforce capacity, and engaging in ongoing dialogue with relevant ministries, academic institutions, and professional bodies. These processes help ensure that global guidance is translated into practical, context-appropriate approaches that respond to the local context and support national health objectives.

Q: When supporting the training of the health workforce, which mechanisms does the WHO prioritize most?

Aliyeva: The WHO does not rely on a single instrument. Instead, we work through a combination of mutually reinforcing mechanisms designed to respond to the evolving needs of health systems. A central focus is the continuous updating of pre-service education and in-service professional development programmes to ensure they remain aligned with current and emerging demands. Equally important is our emphasis on evidence-informed training that meets contemporary professional standards.

We promote competency-based learning models and blended training approaches, while also strengthening institutional partnerships among ministries, educational institutions, professional associations, and health service providers. Taken together, these efforts support sustainability, reinforce national ownership, and help ensure closer alignment between medical education and the realities of health service delivery.

Q: Against the backdrop of modern health challenges, which models does the WHO recommend to ensure the continuous development of doctors’ and healthcare workers’ knowledge and skills?

Aliyeva: The WHO promotes lifelong learning models that support continuous professional development across the health workforce. These include competency-based education, team-based and interdisciplinary learning, digital and hybrid training formats, as well as problem-oriented learning grounded in real service delivery settings.

Together, these models enable health professionals to adapt more flexibly to shifting health demands, technological advances, and the evolving standards of healthcare delivery.

Q: What role does the WHO play in aligning national medical education systems with international standards?

Aliyeva: The WHO serves a normative and technical function in health workforce education by developing global standards, guidance, and competency-based frameworks. Beyond setting benchmarks, the Organization supports Member States in adapting these standards to national systems, providing technical assistance where needed and facilitating the exchange of knowledge and best practices across countries.

The WHO also works with national authorities to strengthen quality assurance and accreditation mechanisms. The overarching objective is the development of high-quality, effective medical education systems that are responsive to local contexts while remaining aligned with internationally recognised standards.

Q: What new initiatives are likely to shape health workforce training in the years ahead?

Aliyeva: In the coming years, the WHO will place greater emphasis on scaling digital and hybrid learning, expanding training for primary care professionals, and strengthening skills related to people-centred care. There will also be a growing focus on strengthening competencies in areas such as ageing populations, rehabilitation, assistive technologies, and inclusive health systems that address disability.

A key enabler of this work is the WHO’s TAP digital platform, which provides tailored learning opportunities for professionals working in primary and community-based care.

Q: How are these priorities being translated into concrete projects in Azerbaijan?

Aliyeva: Population aging, the rise of non-communicable diseases, and the growing number of people living with disabilities are all driving increased demand for assistive products. In response to this reality, the WHO, in collaboration with the Ministry of Health, the Ministry of Labour and Social Protection of the Population, and TABIB, implemented targeted training initiatives in 2025 for primary healthcare workers in the Barda and Shamakhi districts. Delivered through the WHO’s TAP platform, the training focused on mobility and vision modules within the Assistive Technologies course.

The primary objective was to strengthen frontline health workers’ capacity to assess needs for assistive products and ensure appropriate referral. The initiative was widely welcomed, particularly as it marked the first time such training was delivered to healthcare professionals in Azerbaijan through a fully digital platform.

To support long-term sustainability, the WHO also organized a seminar with government partners on integrating assistive technologies into existing training frameworks and service delivery systems. Together, these efforts reflect the WHO’s evidence-based approach that prioritizes sustainability while reinforcing national ownership.