Assessment of block curriculum organization and learning environment
- VernacularTitle:Блок сургалтын зохион байгуулалт болон орчны үнэлгээг судалсан дүн
- Author:
Tuyajargal B
1
;
Usukhbayar M
1
;
Tsolmontuya A
1
;
Batkhuu B
1
;
Ariunzaya P
1
;
Ayurzana A
1
;
Myagmartseren D
1
;
Khangai E
1
Author Information
1. Department of family medicine, School of Medicine, MNUMS
- Publication Type:Journal Article
- Keywords:
Block curriculum;
Course organization;
Learning environment;
Horizontal integration;
Vertical integration
- From:
Mongolian Journal of Health Sciences
2026;95(5):44-49
- CountryMongolia
- Language:Mongolian
-
Abstract:
Background:Medical education has shifted toward integrated, student-centered curricula. Mongolia’s School of Medicine adopted a vertically integrated block model, yet systematic evaluation through student feedback remains limited.
Aim:To evaluate the quality of the block curriculum for the “General Medicine” program based on student satisfaction, and to identify factors influencing satisfaction with course content.
Materials and Methods:This analytical cross-sectional study was conducted using a questionnaire survey between January 2023 and January 2026. A total of 1,130 students (66.8% of the source population) were selected through stratified random sampling from 1,692 third- to sixth-year medical students enrolled in the Doctor of Medicine program at the School of Medicine, Mongolian National University of Medical Sciences (MNUMS). The mean age of participants was 22.18±1.43 years, of whom 79.7% were female and 20.3% were male. Educational quality was evaluated across three domains: educational content (59 items), learning environment (59 items), and course organization (59 items), using a 5-point Likert scale (5=strongly agree, 4=agree, 3=neutral, 2=disagree, 1=strongly disagree). Internal consistency reliability was assessed using Cronbach’s alpha. Differences between blocks were analyzed using one-way ANOVA and Tukey’s HSD post hoc test. Pearson correlation analysis was used to examine associations among domains, while factors influencing educational content were identified using multivariable linear regression analysis. Statistical significance was established at the 95% confidence level (p<0.05).
Results:The questionnaire demonstrated high internal consistency across all seven blocks (Cronbach’s α=0.888–0.937). The overall mean scores were 4.00±0.78 for educational content, 3.91±0.85 for learning environment, and 3.92±0.82 for course organization. Block 6 received the highest ratings across all domains, including educational content (4.15±0.74), learning environment (4.04±0.81), and course organization (4.03±0.81), whereas Block 1A had the lowest mean scores (3.82–3.92). One-way ANOVA revealed statistically significant differences among blocks across all three domains (p≤0.005); however, the effect sizes were very small (Partial η²=0.003–0.006). Tukey’s HSD test showed that Block 6 was rated significantly higher than Block 1A in educational content by 0.226 points (95% CI: 0.103–0.349, p<0.001) and in course organization by 0.206 points (95% CI: 0.078–0.334, p<0.001). Strong positive correlations were observed among educational content, learning environment, and course organization (r=0.747–0.820, p<0.001). Academic year demonstrated weak negative correlations with all three evaluation domains (r=−0.033 to −0.045, p<0.05). Multivariable linear regression analysis indicated that learning environment (β=0.348, p<0.001) and course organization (β=0.487, p<0.001) explained 63.6% of the variance in educational content ratings (R²=0.636, F(2,5894)=5143.82, p<0.001).
Conclusion:The study findings demonstrated that students generally evaluated the content, learning environment, and organization of the integrated block curriculum positively, with higher ratings observed in senior-level blocks. The strong positive correlations among these dimensions suggest that they are interrelated factors influencing student satisfaction. Furthermore, multivariable linear regression analysis revealed that course organization and the learning environment had the greatest influence on the evaluation of educational content. These findings indicate that improving course scheduling, instructional organization, and the learning environment is essential for enhancing educational quality and students’ perceived value of the curriculum.
- Full text:2026092722514303289Блок сургалтын зохион байгуу.pdf
