Medical Students’ Evaluation of the Outcomes of the Undergraduate Medical Education Program
- VernacularTitle:Хүний их эмч бэлтгэх хөтөлбөрийн үр дүнд өгөх суралцагчдийн үнэлгээ
- Author:
Usukhbayar M
1
;
Erdenekhuu N
2
;
Enkhtur Ya
3
;
Oyungoo B
4
Author Information
1. Department of family medicine, School of Medicine, Mongolian National University of Medical Sciences
2. National cancer center of mongolia
3. School of Medicine, Mongolian National University of Medical Sciences
4. School of Nursing, Mongolian National University of Medical Sciences
- Publication Type:Journal Article
- Keywords:
Outcome-Based Education (OBE), Learning Evaluation, Student Satisfaction, Factor Analysis
- From:
Mongolian Journal of Health Sciences
2025;87(3):206-214
- CountryMongolia
- Language:Mongolian
-
Abstract:
Background:Modern medical education increasingly integrates Outcome-
Based Education (OBE) and Problem-Based Learning (PBL) approaches
to improve training quality. The Mongolian National University of Medical
Sciences (MNUMS) implemented an OBE curriculum in 2013, creating a need
to examine student satisfaction as a measure of program effectiveness. Student
satisfaction is recognized as a key indicator of educational quality and
is linked to outcomes such as graduate retention and institutional reputation.
Aim:To assess the level of student satisfaction in the medical doctor (MD)
training program and identify factors influencing it, in order to provide a basis
for improving training quality.
Materials and Methods:A cross-sectional survey was conducted in 2023–
2024 among 1167 students (third- to sixth-year MD students) at MNUMS. Participants
had a mean age of 22.2 ± 1.5 years, and 79.9% were female. A questionnaire
with 23 questions (including 16 Likert-scale items on satisfaction)
was administered; responses were given on a 5-point Likert scale. Data were
analyzed using SPSS version 26. Descriptive statistics, independent t-tests,
one-way ANOVA, Pearson correlation analysis, exploratory factor analysis,
and multiple linear regression were performed. All statistical tests were twotailed,
and significance was set at p<0.05.
Results:The satisfaction survey demonstrated high internal consistency
(Cronbach’s α = 0.927). Overall satisfaction with the training program was
moderately high, with a mean score of 3.51 ± 0.84 out of 5. Fourth-year students
reported the highest satisfaction with teaching methods (mean 3.97 ±
0.67), whereas third-year students gave the lowest rating for the sufficiency
of learning materials (mean 2.98 ± 1.01); these differences were statistically
significant (p<0.001). Additionally, satisfaction with clinical training declined by
the final year of study, with a mean rating of 3.16 in the sixth year compared
to 3.70 in the third year (p<0.001). No significant difference in overall satisfaction
was observed between male and female students (p>0.05). Exploratory
factor analysis (KMO = 0.950; Bartlett’s test p<0.001) identified two key underlying
factors influencing perceived training quality, which together explained
55.83% of the total variance: (1) “Curriculum organization and teaching methodology,”
and (2) “Material resources and learning environment.” Correlation
and regression analyses further indicated that better course organization and
active teacher engagement were associated with higher student satisfaction
(p<0.01).
Conclusion:The study shows that enhancing teaching methods and improving
curriculum coherence are needed to further improve the quality of the
MD training program. Additionally, strengthening educational resources and
updating instructional approaches are crucial for raising satisfaction levels,
particularly for senior (sixth-year) students. These findings provide an evidence-
based foundation for curriculum and policy improvements to boost student
satisfaction and overall educational outcomes.
- Full text:2025052422372163791206-214.pdf
