Introduction Managers in the service sector are under increasing pressure to demonstrate that their services are customerfocused and that continuous performance improvement is being delivered. Given the financial and resource constraints under which service organizations must manage it is essential that customer expectations are properly understood and measured and that, from the customers ’perspective, any gaps in service quality are identified. Goal • SERVQUAL instrument in order to ascertain any actual or perceived gaps between customer expectations and perceptions of the service offered. • To point out how management of service improvement can become more logical and integrated with respect to the prioritized service quality dimensions and their affections on increasing/decreasing service quality gaps. Model of Service Quality Gaps There are seven major gaps in the service quality concept and three of them important gaps, which are more associated with the external customers are Gap1, Gap5 and Gap6. Gap1: Customers’ expectations versus management perceptions Gap2: Management perceptions versus service specifications Gap3: Service specifications versus service delivery Gap4: Service delivery versus external communication Gap5: The discrepancy between customer expectations and their perceptions of the service delivered Gap6: The discrepancy between customer expectations and employees’ perceptions Gap7: The discrepancy between employee’s perceptions and management perceptions According to this model, five dimensions are stated as follows 1) Tangibles. Physical facilities, equipments and appearance of personnel. 2) Reliability. Ability to perform the promised service dependably and accurately. 3) Responsiveness. Willingness to help customers and provide prompt service. 4) Assurance (including competence, courtesy, credibility and security). Knowledge and courtesy of employees and their ability to inspire trust and confidence. 5) Empathy (including access, communication, understanding the customer). Caring and individualized attention that the firm provides to its customers. The SERVQUAL approach contains a questionnaire that evaluates five generic service dimensions or factors through 27 questions, evaluating both expectation and performance using a seven point Likert scale. This approach evaluates service quality by calculating difference (gap) between customer expectations and perceptions (service quality= P – E). ‘P’ denotes customer perception of service or performance and ‘E’ denotes expectations before a service encounter deliver the actual. If the answer is negative, then dissatisfaction occurs. This equation is usually called gap analysis, but as it was emphasized, this approach only measures gap 5.

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”.