The study is relevant because it is necessary to develop the pedagogical potential among medical teaching staff in the presence of updated clinical knowledge, digital transformation of education, active implementation of practice-oriented and simulation education technologies, and stricter requirements for the quality of medical personnel training. A modern medical teacher conducts educational, clinical, methodological, research and communicative activities. It requires to shift from the episodic advanced training to continuing professional development based on the diagnostics of individual needs, building an educational route and assessment of how the mastered competencies were transferred into practice. The purpose of the study was to explain in theory and thoroughly develop the model of organizational and methodological support for the continuing professional development of teaching staff at a medical university. Analysis of regulatory legal documents in the field of continuing professional education and scientific literature, a comparative analysis of professional development formats, system modeling and expert-analytical interpretation formed the methodological foundation for the study. In the result of the study, the functional and component model was obtained with the regulatory, organizational, diagnostic, analytical, project and content-based, technological and communicative, as well as result-oriented components being included. It has been shown that a teacher’s professional development is effective not due to the number of mastered additional professional programs, but due to the confirmed transfer of developed competencies to the educational, clinical, scientific, methodological and instructive activity. The model has a practical significance as it can be used while designing the system of professional development within the University, organizing mentoring, developing the individual educational routes and assessing the quality of activities performed by the teachers of a medical university.