Background: In accordance with the development of a rapid pace of modern medical science, requirements for the scholars and teachers of universities that provide the medical professionals throughout the world increase every year and there is an urging demand for the scholars and teachers to develop themselves continuously. Methods: In order to assess the influence of the cooperation on the teacher’s development, we chose 43 teachers who participated in professional development training of the Yonsei university by using non-probabilistic collection method. Results: 77,19 % of the study participant teachers responded that professional development training greatly influenced to their teaching skills improvement. 19,3 % responded that it was well influenced, and 3.51% responded as slightly influenced. The majority of the participants or 43,86% responded that the professionaly training greatly influenced to their clinical aid and service skill improvement. 36,84% responded as well influenced,12.28 % responded as moderely influenced, 3.51 % responded as slightly influenced and 3.51% responded.The question of how the training influenced for their improvement of scientific research, 3% responded as not influenced at all, 11 % responded as slightly influenced, 30 % respoded as well inflienced and 56% responded as greatly influenced. Conclusion The participants responded to the question on how the training has influenced on professional development training as greatly influenced to their teaching skills improvement. As teachers from the branch universities who participated in the study have a statistical significance. (p=0,04)

Background: The learning outcomes of a program are defined by the knowledge, skills, and attitudes that students are expected to acquire by the end of the curriculum. For occupational therapy professionals, it is essential to successfully implement both pre-graduation and post-graduation programs and to assess the effectiveness of the curriculum by clearly identifying the competencies expected of graduates in society. Aim: To identify the core competencies required for training occupational therapists at both pre-graduation and post-graduation levels. Materials and Methods: A modified Delphi method combined with Nominal Group Technique (NGT) was employed. The study was conducted in three phases from April 2022 to May 2024. In the initial online survey, a total of 83 participants were involved, including occupational therapy students, graduates, and members of the Mongolian Association of Occupational Therapists. A nominal group consisting of four experts held several focus group discussions to review and vote on the proposed competencies, forming a revised list. In the final phase (second-round Delphi), the updated list was distributed online again to collect additional feedback. Results: A total of 136 individuals participated in the online surveys throughout the study. The final list of competencies was synthesized based on three main international standards: the World Federation of Occupational Therapists (WFOT) Minimum Standards for Education (2016), the Canadian Association of Occupational Therapists (CAOT) Profile of Occupational Therapy Practice (2012), and the TUNING Educational Competencies in Europe. Through five rounds of NGT meetings, one online scoring session, and a final Delphi round, a total of 12 program learning outcomes (PLOs), 198 core competencies for the pre-graduation level, and 86 competencies for the post-graduation level were identified. Conclusion By applying consensus techniques, we developed a structured list of core competencies at both the basic and advanced levels aligned with the 12 program learning outcomes (PLOs) of the occupational therapy curriculum. This list can serve as a practical reference framework for future curriculum design and professional training programs in the occupational therapy.

BACKGROUND. To evaluate educational environment, it is important to use confidential and accepted tool. Dundee Ready Education Environment Measure (DREEM) (3) is a globally accepted and widely used tool to measure the education environment. Regular assessment of educational environment to evaluate teachers’ teaching method, students’ perception and their outcome and making the necessary adjustment to it is one of the factors affecting students’ knowledge, clinical practice and their motivation (4). In the MNUMS program, educational environmental assessment is one of the most important parts and we are unaware of any report of research work. Therefore, the researchers decide to carry this study. AIM OF THE STUDY. This study aimed to evaluate the educational environment in Nursing school of MNUMS using globally accepted DREEM Questionnaire. MATERIALS AND METHODS. This cross-sectional analytic study was carried out in Faculty of Nursing in Darkhan, Dornogobi and Gobi-Altai aimag out of 9 branch school of MNUMS during the academic year 2015-2016 and 2016-2017. DREEM questionnaire was used to collect data from 306 nursing students. RESULT. Most of the participants were female accounted around 89.9% (275) and male were 10.1% (31). By age, age of 17-19 were 25.5%(78), 20-22 were 52.0% (159), 23-25 were 15.0%(46), >26 were 7.5% (23). The mean item score was highest in Dornogobi school of 3.8 and lowest in Nursing school of 3.6. 4th year students’ 68.6% (210) agreed to “more on positive side” for their academic self perception and 22.5% (69) agreed “moving in right direction” for their academic self perception. All domains were statistically significant specially the perception of curriculum (0.854**) and perception of learning (0.803**) have high correlation. On the other hand, perception of educational atmosphere (0.444**) and perception of teachers have moderate correlation. The reliability of questionnaire was confirmed by Cronbach alpha and it is counted as reliable if it is more than 0.7. The perception of curriculum was relatively low in 2nd year students but higher in 3rd year students. The perception of educational atmosphere was relatively low in 4th year students but higher in 1st year students. CONCLUSION. The nursing school program is in same level. Students are satisfied with their academic self perception and perception of teachers. The result showed that 68.2% (209) of students consider positive aspect of educational environment (p<0.001). Students of all 4 school of MNUMS with same level of nursing school program are satisfied with their knowledge, clinical skills and educational atmosphere among the students. Dornogobi school students’ 65% assessed perception of teacher as “model instruction”.