Satisfaction survey on the Anatomy course among first-year medical students
- VernacularTitle:АШУҮИС-ийн нэгдүгээр дамжааны суралцагчдын Анатомийн хичээлийн сургалтын сэтгэл ханамжийн судалгаа
- Author:
Anujin D
1
;
Nomiungerel R
1
;
Yansanjav D
1
;
Dorjjagdag G
1
;
Nandin G
1
;
Purevsuren Kh
1
;
Dolgorsuren A
1
;
Shine-Od D
1
;
Juramt B
1
;
Uranchimeg D
1
;
Avirmed A
1
;
Nyamdorj D
1
;
Nyamsurendejid D
1
Author Information
1. Department of Anatomy, School of Bio Medicine, Mongolian National University of Medical Sciences
- Publication Type:Journal Article
- Keywords:
Faculty competence;
Course evaluation;
Instructional organization;
Factor analysis
- From:
Mongolian Journal of Health Sciences
2026;95(5):6-11
- CountryMongolia
- Language:Mongolian
-
Abstract:
Background:The cornerstone of medical education in training qualified physicians lies in foundational scientific knowledge, which forms the basis for clinical reasoning and diagnostic-therapeutic decision-making. Anatomy constitutes one of the core foundational subjects within the medical doctor training curriculum and exerts a direct influence on the development of students’ baseline knowledge and the formation of their clinical thinking. This study was conducted to evaluate the anatomy curriculum through assessments by first-year students enrolled in the basic medical education program, with the aim of enhancing instructional quality and improving the structure and organization of the course.
Aim:To investigate the satisfaction ratings of first-year students in the basic medical education program regarding the Anatomy-1 course.
Material and Methods:The study was carried out using an analytical cross-sectional design during the first semester of the 2025–2026 academic year. Data were collected from a total of 289 first-year students of the basic medical education program at the School of Bio-Medicine of MNUMS (Mongolian National University of Medical Sciences) using a questionnaire comprising 24 items in total—3 demographic questions, 20 general satisfaction questions, and 1 open-ended question—with each item rated on a 5-point Likert scale. Data were processed using SPSS 23.0 software, employing descriptive statistics, two-sample t-tests, ANOVA, Pearson’s correlation, and factor analysis.
Results:Of the study participants, 14.2% were male and 85.8% were female, with the cohort distributed across programs as follows: TAM 10.38%, TMS 17.30%, MDS 44.29%, PDS 13.15%, and DSS 14.88%. The overall satisfaction level was 4.59±0.66, falling within the “good” range. The highest rating was attributed to “Faculty members possess strong professional knowledge and skills” (DSS, 4.91±0.37), whereas the lowest rating was assigned to “Students’ knowledge and skills are evaluated objectively and fairly” (PDS, 4.16±0.75). The internal consistency coefficient of the questionnaire yielded α=0.909, indicating excellent reliability. Correlation analysis revealed strong positive associations among instructors’ respect for students’ viewpoints (Q4), instructors’ communication and demeanor (Q5), and professional ethics (Q6) (r=0.787; r=0.755; p<0.01). Factor analysis produced a KMO value of 0.865 and a Bartlett’s test result of p=0.000; accordingly, all 20 items were grouped into two factors—”Faculty Professional Competence” and “Learning Environment and Organization”—which collectively accounted for 58.74% of the total variance.
Conclusions:1. The findings indicate that the overall satisfaction of first-year basic medical education students who participated in the study was at a favorable level. 2. Faculty professional competence and the learning environment and organization were identified as factors influencing student satisfaction, explaining 58.74% of the total variance in the results. It was further established that adherence to professional ethics, respect for students’ perspectives, and equitable treatment are contingent upon the instructor’s knowledge and professional expertise.
- Full text:2026092722451547122АШУҮИС-ийн нэгдүгээр.pdf
