Assistive technology course
includes a range of modules on cognition, communication, mobility, vision, hearing and self care assistive products and emergencies
Health products policy and standards
Our team provides authoritative guidance and standards on quality, safety and efficacy of health products and supports countries to formulate evidence-based policies and ensure good practice throughout the value chain.
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Learning on TAP
WHO/Duff
Nurse Ramatu (left) registers Mabinti Kanu for a COVID-19 vaccination during a mobile vaccination clinic in Rofunta, Sierra Leone, on 6 December 2022.
Nurse Ramatu (left) registers Mabinti Kanu for a COVID-19 vaccination during a mobile vaccination clinic in Rofunta, Sierra Leone, on 6 December 2022.
©
Credits
Overview
WHO’s Training in Assistive Products is being re-launched as Learning on TAP (TAP*). It is a WHO blended learning resource and is part of the WHO Academy. TAP is an open-access, online platform hosting modular courses on a range of health topics, including assistive technology and sensory functions (eyes and ears).
The aim of TAP is to strengthen the health and care workforce in primary care and community settings to improve access to health services closer to home. TAP reflects the WHO’s commitment to universal health coverage, where knowledge and skills are a vital resource—freely available and accessible to all.
*TAP is the short form for Learning on TAP. It is not an acronym. It symbolizes the aspiration that learning should be “on tap” – freely available, easy to access, and open to everyone, everywhere.
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TAP audience
TAP is for primary health care and other community level workforce including nurses, doctors, pharmacists and community health workers. Some modules are also suitable for school or social services settings.
TAP may be used to deliver learning and education as a standalone activity, or as part of a wider systems strengthening initiative (both pre- and post-service). Individuals may also complete the online TAP modules for their own professional development or personal interest.
TAP content and delivery
TAP hosts online modular courses on a range of health topics, including:
Vision and hearing screening for school-age children course
includes three modules on Introduction to sensory screening, Vision and eye health in children and Hearing and ear health in children
Primary eye care course
Coming soon! This course will include three modules on Primary eye care screening, Managing vision and eye health problems and Promoting good vision and eye health.
The courses are designed for online learning to be followed by in person learning and supervised practice in the workplace. The aim is to increase access to primary and community level health services for people who need them.
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Each module includes downloadable resources to support learning. There is also a range of resources for TAP Mentors and for people who plan to deliver TAP at the local level. These are available on the TAP resources page.
TAP language and accessibility
TAP registration
The platform is written in Plain English. It uses clear and simple language to ensure accessibility for people with different literacy levels and for those who are not using their native language. TAP follows WHO’s digital accessibility standards and aligns with WCAG 2.1 AA requirements to support users with diverse accessibility needs.
The primary language of the TAP platform is English. Some modules are available in additional languages.
TAP in countries
TAP modules have been used to deliver learning in a range of countries and contexts.
TAP in the United Republic of Tanzania 2022–2023
Collaborating with the Ministry of Health of the United Republic of Tanzania and Help Age Tanzania, WHO TAP modules supported community and primary health care workers in the Morogoro region of Tanzania to fulfil a role in assistive technology.
TAP in Ukraine 2022–2023
Responding to the war in Ukraine, the Ministry of Health of Ukraine and the WHO worked together to establish rapid service delivery mechanisms, providing priority assistive products to people affected by the ongoing war. These products were provided by existing health service personnel who had completed the WHO TAP modules.
Using TAP in research - Washable absorbent continence products, usability and acceptability 2021–2023
Teams in three countries took WHO TAP self care and absorbent products modules before providing washable absorbent products to their populations. Data was collected to understand the usability and acceptability of washable products.
TAP for COVID-19 response 2020–2022
Working with in country partners in India, Iraq and Papua New Guinea, WHO TAP modules were used to strengthen local capacity for community-level assistive technology services for vision, mobility and self care. The project addressed access and distance to services as key issues highlighted by COVID-19. It also developed a model of remote support to the in country teams.
TAP in Fiji 2021–2022
In Fiji, WHO TAP modules were completed by the primary health workforce, alongside new WHO rehabilitation modules. The project focused on the prevention and management of complications due to noncommunicable diseases, such as diabetic foot ulcers. The purpose was to integrate assistive technology and rehabilitation into noncommunicable disease management within primary health care.
TAP in Tajikistan 2019–2022
WHO TAP modules were used in a pilot initiative to integrate assistive technology into health services in Dushanbe and an adjoining district. Health personnel from primary health centres took modules in vision, mobility and self care. The project supported strengthening access to assistive technology in Tajikistan, alongside other activities.
TAP in Papua New Guinea 2019
In Papua New Guinea, nurse and nurse assistants in primary health facilities took WHO TAP modules in vision, mobility and self care. With the support of national tertiary level services, these primary health care personnel are now equipped to provide reading glasses, walking aids, toilet and shower chairs. They are also able to refer people who would benefit from tertiary level rehabilitation, vision or assistive technology services.
Related publications
Unaddressed sensory impairments have far-reaching impacts on the lives of thoseaffected and their families. In children, sensory inputs from both vision...
10 January 2024
Vision and eye screening implementation handbook
The WHO Vision and eye screening implementation handbook (VESIH) offers a step-by-step guidance for conducting vision and eye screenings in community and...
15 May 2022
Global report on assistive technology
There is a large, unmet need for assistive technology worldwide. The Global report on assistive technology was developed in response to the World Health...
The goal of this Global Competency and Outcomes Framework for UHC is to advance improvements in health and progress towards UHC through aligning health...
External publications citing TAP
- Murphy C, Pannell L, Ghosh R, Kamalakannan S, Palanivelu V, Kuambu A, Zuvani B, Stefan G, Mesesan I. Understanding user experiences of providing and utilizing washable absorbent continence products in India, Papua New Guinea and Romania. Assist Technol. 2025 Sep;37(5):366-375. doi: 10.1080/10400435.2025.2500070. Epub 2025 Jun 3. PMID: 40460043. https://pubmed.ncbi.nlm.nih.gov/40460043/
- Murphy C, Pannell L, Ghosh R, Kamalakannan S, Palanivelu V, Kuambu A, Zuvani B, Stefan G, Mesesan I. Challenges associated with using continence management products: Qualitative study set in India, Papua New Guinea and Romania, Continence, https://doi.org/10.1016/j.cont.2025.101918