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.

Background: The Anatomy course, which provides general foundational knowledge on the structure of all organ systems of the human body, is a core professional course in the bachelor’s curricula of Pharmacy, Biomedical Science, Hygiene and Epidemiology, Public Health, Occupational Safety and Health, and Nutrition and Dietetics. Student satisfaction is not only an important indicator of the quality of medical education, but also influences graduates’ knowledge, skills, and attitudes; therefore, continuous research in this area is necessary. Aim: To determine the level of satisfaction with the Anatomy curriculum among first-year students in basic health science programs and to identify factors influencing their satisfaction, with the aim of improving the quality of teaching. Materials and Methods: An analytical cross-sectional study was conducted from September 2025 to February 2026 among 182 first-year students enrolled in the following programs at Mongolian National University of Medical Sciences (MNUMS): Biomedical Research, Pharmacy, Health Epidemiology, Public Health, Health Informatics, and Traditional Medicine Therapy. Student satisfaction with the quality of the Anatomy course was assessed using a 24-item questionnaire. Data were analyzed using SPSS version 26, applying descriptive statistics, independent-samples t-test, one-way analysis of variance (ANOVA), Pearson correlation, factor analysis, and multiple regression analysis. A p-value of <0.05 was considered statistically significant. Results: The internal consistency of the satisfaction scale was very high (Cronbach’s α=0.928). The mean overall satisfaction score of the participants was 4.61±0.67. There was no significant difference in overall satisfaction by gender (p > 0.05). Factor analysis identified two main factors influencing the evaluation of teaching quality (KMO=0.894; Bartlett’s test p<0.001), which together explained 52.73% of the total variance. The first factor was “Teachers’ professional competence, communication, attitude, and assessment,” and the second factor was “Course organization, learning environment, and instructional materials.” Correlation analysis showed that better course organization and higher teacher engagement were positively associated with students’ satisfaction (p<0.01). Conclusions 1. Among first-year basic health science students, satisfaction with the Anatomy course was influenced by teachers’ professional competence, ethics, interpersonal communication, and fair, objective assessment. 2. Adherence to professional ethics and maintaining respectful communication with students were found to be closely related to teachers’ knowledge and professional skills.

Background: The study of the anatomical structure of the ankle joint ligaments is essential for understanding the stability, axis, and movement of the joint, as well as their interrelationship with the function. It also provides fundamental quantitative data for the training and research of physiotherapists, as well as the practice of injury and trauma medicine. Proper diagnosis and treatment of ankle joint injuries, as well as understanding the mechanism of injury, are based on this knowledge. Ankle joint injuries are common, with ligament and tendon injuries accounting for 85% of ankle injuries. In Mongolia, 81.1% of ankle injuries are new, 9.4% are similar to the initial injury, 8.1% are recurrent injuries, and 0.7% have unknown causes. Depending on the mechanism of injury, certain ligaments and connective tissues can be damaged. Ankle ligament injuries are the most common cause of acute ankle pain, and chronic ankle pain is often due to structural changes in the ankle ligaments. Aim: To summarize the research on the normal anatomy of the ankle and subtalar joint, as well as the studies on joint injuries, using the dissection method. Materials and Methods: Literature search was conducted in Thomson Reuters, Pubmed central database, Google Scholar, and Web of Science databases, as well as the statistical data from the Health Development Center and the National Center for Trauma and Orthopedics. Keywords used include: ankle joint, subtalar joint, ankle joint and subtalar joint injuries. A total of 330 publications were identified, and 34 key articles on the normal anatomy of the ankle and subtalar joint, as well as joint injuries, were included in the review. Results: The ankle joint is formed between the distal end of the tibia and the superior articular surface of the talus. It allows plantar flexion and dorsiflexion movements, with a normal range of 30 degrees for plantar flexion and 50 degrees for dorsiflexion. The subtalar joint is formed between the posterior articular surfaces of the talus and calcaneus. It allows inversion and eversion movements, with a normal range of 35 degrees for inversion and 20 degrees for eversion. The ankle ligaments are divided into three groups: lateral, medial, and inferior tibiofibular (syndesmotic) ligaments. The most common cause of ankle joint injuries is excessive inversion of the subtalar joint, leading to injuries to the joint capsule, lateral and medial collateral ligaments, and the syndesmotic ligaments. Excessive plantar flexion and dorsiflexion of the ankle joint can also cause injuries to the posterior talofibular ligament, the osteochondral region of the talar neck, and the anterior-inferior margin of the tibia. Conclusion Comprehensive study of the ankle joint structure provides the basis for explaining the mechanism of injury. Further research in Mongolia is needed, combining dissection and imaging techniques, to develop standardized evaluation protocols that correlate with clinical outcomes.

Introduction: Base excision repair (BER) is mainly responsible for the correction of small base changes of DNA damage. BER pathway involved many enzymes including OGG1 and XRCC1. The defective DNA repair is associated with an increased risk of various cancers including hematologic malignancies-leukemia and myelodysplastic syndrome (MDS). However, it is deniably these polymorphisms alter the susceptibility and clinical outcome of MDS patients. The aim: This study was to evaluate the impact of polymorphisms in gene encoding one protein of BER system: XRCC1 Arg399Gln in MDS and healthy population. Methods: In this study, we recruited 60 health control group [median 47.9 years, 9 MDS subjects [median 56.6 years] were included in this study. Genotyping was carried out by the polymerase chain reaction-restriction fragment length polymorphism (PCR-RFLP) technique. Allele and genotype frequencies were calculated by direct counting. Result: The frequencies of genotypes of XRCC1 Arg399Gln were as follows: Arg /Arg 1 (11%), Arg/Gln 6 (66%), Gln/Gln 2 (22%) in MDS and Arg /Arg 18.4%, Arg/Gln40%, Gln/Gln41.6% in health control for XRCC1 Arg399Gln. The result revealed that genotypes Arg399Gln increased the risk of MDS In conclusion this study is the first to analyze XRCC1 SNPs and their associated risk of MDS in Mongolian samples. To fully understand the role of DNA damage and DNA repair in the MDS, prospective studies are needed and other genes (OGG1 Ser326Cys, MUTYH Gln324His, APE Asp148Glu) of base excision repair pathway should be analyzed.

Although stomach cancer immunohistochemistry is similar tothe immunohistochemistry of other organ, it has great impact on diagnosis and treatment, such as its ability to reveal whether the cancer is primary or metastatic and which treatment model would be more effective in individual case. Lately, CK7, CK20 and CDX-2 immunohistochemical markers are commonly used in stomach cancers. Stomach cancer prognosis is different in each patient, depending on several factors, patients’ health status, cancer cell differentiation, and cancer cell growth. To evaluate these factors,immunohistochemic al analysis is more effective and for this purpose they use Ki-67, CD 34, BCL-2, p53, Cyclin D1, andHer- 2 markers.The evaluation of HER-2 expression should be carefully carried out, as following: 1. HER-2 expression should be evaluated on minimum 5 positive stained cells. The evaluation criteria aremicroscopic magnification and cytoplasmic membrane-stained pattern. 2. Other than the membrane-stained pattern must be excluded. HER2 gene evaluation (FISH) can confirm the HER2 IHCexpression. 3. Usage of FDA approved antibody (4B5) has the advantageof increased sensitivity. 4. The algorithm for the evaluation of HER-2 expression used for breast cancer has 50% possibility of false negativity if it is used for stomach cancer. Therefore, it is needed to beevaluated with another specific algorithm. Because HER-2 2+ and 3+ cases can improve outcome with usingTrastizumab treatment.