Akademik Veri Yönetim Sistemi
7. Uluslararası 25. Ulusal Halk Sağlığı Kongresi, Antalya, Türkiye, 14 - 17 Aralık 2023, ss.576-577, (Özet Bildiri)
SELF-ASSESSMENT OF ASPHER PUBLIC HEALTH COMPETENCIES IN SENIOR STUDENTS
OF AZERBAIJAN MEDICAL UNIVERSITY
Mestan Emek1, Aydan Qadimli2, Samir Cavadlı2, Samira; Mammedova,2, Muhammed Bayramov2, Yakut Haciyeva3,
Nilüfer Mammedova4, Sevgi Turan4, Belgin Ünal4, Halil İbrahim Durak4, Hande Harmancı4
1Akdeniz University Faculty of Medicine Department of Public Health
2Azerbaijan Medical University Department of Medicine and Health Sciences Education
3Azerbaijan Medical University Department Faculty of Public Health
4WHO Azerbaijan Country Office
Introduction and Aim: WHO-ASPHER Competency Framework (WHO-ASPHER CF) for the Public Health
Workforce in the European Region is a well-recognized, comprehensive framework. By taking a systems approach,
the framework can address the complex and dynamic nature of the public health workforce and its
various stakeholders, including employers, educators, and policymakers. The WHO-ASPHER CF is versatile,
finding applications in education and policy measures at various career stages and within the labor market. It
enhances education and performance and can also support planning, investment, capacity-building, as well as
analysis and monitoring.
The WHO-ASPHER CF centers around three categories, guided by a public health perspective to address the
public’s needs and demands:
1. Content and Context: Scientific knowledge and theory that form the foundation of public health practice.
2. Relations and Interactions: Communication, collaboration, and networking competencies for effective
leadership and building partnerships with various stakeholders.
3. Performance and Achievements: These competencies are crucial for making informed decisions and taking
action to improve the health of the public.
The WHO-ASPHER CF categorizes competencies into hierarchical levels: competent (Level 3), proficient (Level
2), and expert (Level 1). Competencies at the competent level are deemed essential for all healthcare professionals.
While the literature review reveals its utilization for assessing Master’s and Doctoral education and
graduates, its application for evaluating medical students’ competencies remains unexplored. The aim of this
study is to determine students’ level of public health core competencies using Competent (Level 3) descriptors
of WHO-ASPHER CF.
Materials and Methods: The study population for this descriptive study is the Azerbaijan Medical University
last year students of the following faculties: Faculty of Medicine (n=1000), Faculty of Public Health (n=70),
Faculty of Dentistry (n=270), and Faculty of Military Medicine (n=50).
The variables analyzed in the study are students’ ASPHER public health competent level competency scores,
faculty, age, gender, nationality, and education language.
A self-assessment questionnaire was adapted based on ASPHER public health competencies in three languages:
Azerbaijani, English, and Russian. The English and Russian versions were accessible on the WHO website,
while the Azerbaijani translation was provided by WHO Azerbaijan Country Office experts. Students were
invited to evaluate themselves by electronically sending a link to Google Forms. They used a Likert-type scale,
with scores ranging from 1 to 5, to rate items related to core competencies. Ethics committee approval and
administrative permissions were obtained from the Azerbaijan Medical University. Descriptive tables were
generated to summarize the data, including numbers, percentages, and means along with standard deviations.
Results: A total of 94 (6.8%) students answered the questions. Of the responding students, 78 (83.0%) are ed577
ucated in Azerbaijani, 10 (10.6%) in English, and 6 (6.4%) in Russian. Of the students who participated in the
study, 27 (28.7%) were attending military medicine, 26 (27.7%) in public health, 22 (23.4%) in dentistry, and
19 (20.2%) in medical faculty. Half of the students were female. The mean age of the students was 23.6±2.3
years, 77 (81.9%) of the students were Azerbaijani, and 17 (18.1%) were foreign nationals.
The mean score and standard deviation of the content and context category is 3.47±0.98. The mean score for
science and practice under this category is 3.36±0.99, promoting health is 3.43±1.07, law, policy, and ethics is
3.42±1.11, One Health and health security is 3.62±1.03.
The mean score of the relations and interactions category is 3.60±1.03. The mean score of leadership and
systems thinking under this category is 3.62±1.08, collaboration and partnerships is 3,48±1,15, and communication,
culture, and advocacy is 3.63±1.02.
The overall mean score of the performance and achievement category is 3.54±0.95. Governance and resource
management 3.57±1.05, professional development and reflective ethical practice 3.66±0.97, organizational
literacy and adaptability 3.62±1.01.
Conclusion: The assessment of students’ PH competencies will contribute to the description of learning needs
and gaps in the educational program. The findings of this study are expected to contribute to PH curriculum
development studies in Azerbaijan by expanding the study with different stakeholders.
Keywords: ASPHER competencies, Azerbaijan Medical University, Public Health Professional