Student Satisfaction with the Internal Medicine Diagnostics Course in the Physician program
- VernacularTitle:Хүний их эмч бэлтгэх хөтөлбөрийн дотор өвчний онош зүйн хичээлд өгөх суралцагчдийн сэтгэл ханамжийг судалсан дүн
- Author:
Usukhbayar M
1
;
Erdenekhuu N
2
;
Enkhtur Ya
3
;
Oyungoo B
4
Author Information
1. Department of family medicine, School of Medicine, MNUMS
2. National cancer Center of Mongolia
3. School of Medicine, MNUMS
4. School of Nursing, MNUMS
- Publication Type:Journal Article
- Keywords:
Internal medicine;
Diagnostics;
Medical doctor;
Evaluation;
Student;
Satisfaction
- From:
Mongolian Journal of Health Sciences
2025;86(2):177-182
- CountryMongolia
- Language:Mongolian
-
Abstract:
Background:Medical education has undergone significant changes over the past few decades, with a focus on studentcentered
learning, problem-based learning, competency-based learning, and outcome-based education. Among these,
internal medicine diagnostics plays a crucial role in preparing students for clinical practice. However, there is limited
research on the factors influencing student satisfaction in this course. Studies by Harden et al. (1999) and Irby et al. (2010)
have emphasized the importance of continuous evaluation and effective teaching methods in medical education. This
study aims to assess student satisfaction with the internal medicine diagnostics course within the “Physician” program at
the Mongolian National University of Medical Sciences (MNUMS), aligning with these global trends.
Aim:The primary objective of this study is to evaluate student satisfaction with the internal medicine diagnostics course
in the Physician program. Specific objectives include: Assessing satisfaction with the diagnostics course in the 2nd year
of the basic medical education program, evaluating satisfaction with the internal medicine diagnostics course in the 3rd
year, exploring the relationship between these two courses.
Materials and Methods:This analytical study was conducted from June 2023 to June 2024, involving 1,167 students
enrolled in the “Physician” program at MNUMS. Data were collected using a 34-item questionnaire, including:Demographic
information (5 questions),General satisfaction (17 questions),Internal medicine diagnostics-specific satisfaction (12
questions). Satisfaction was measured using a 5-point Likert scale (1=strongly disagree, 5=strongly agree). Data were
analyzed using SPSS Statistics 26, employing descriptive statistics, ANOVA, T-tests, and regression analysis. Effect sizes
were calculated using Cohen’s d and Partial Eta Squared (η²), with statistical significance set at p<0.05.
Results:Overall satisfaction: The average satisfaction score was 3.98±0.73. 2nd-year diagnostics course: Highest
satisfaction (4.07±0.90), particularly with “course content” (4.07±0.90). 3rd-year internal medicine diagnostics course:
Lowest satisfaction (3.97±0.78), especially with “learning environment” (3.90±0.90). Gender and Year Differences: No
significant gender-based differences (p>0.05). Satisfaction with the internal medicine diagnostics course decreased as
students progressed to higher years (B=-0.172, p=0.016). Course Relationship: A strong positive correlation was found
between the two courses (r=0.818, p<0.001), but the effect size was minimal (η²=0.008).
Conclusion:The above-average student satisfaction reflects the quality of the curriculum content and the effectiveness
of teaching methodologies. The decline in satisfaction with internal medicine courses as students progress may be due to
course difficulty and resource limitations. The weak correlation between the two subjects suggests the need for further
development of integrated learning.
- Full text:2025052914045867832177-182.pdf
