Background: The core competencies for the Bachelor’s program in Health Social Work were first developed in 2016. In 2023, the core competencies were revised in collaboration with international experts through the Fulbright Specialist Program. The updated framework includes nine general and 40 sub-competencies, with an emphasis on training social workers to provide person-centered, integrated services within the health sector. There is a need to further improve the current undergraduate curriculum by aligning with the updated core competencies. Aim: This study aimed to assess the alignment between the current undergraduate health social work curriculum and the revised core competencies. Through program mapping, we sought to identify overlaps, gaps, and areas for improvement that will inform future curriculum development. Materials and Methods: We employed content analysis and program mapping to evaluate 30 course curricula from the Health Social Work program. The selected courses included 6 General Foundation, 9 Professional Foundation, 12 Specialization, and 3 Field Practice courses. Each course’s learning objectives—categorized into knowledge, skills, and attitudes—were assessed against the revised competencies at three levels: Introducing, Applying, and Mastery. NVivo 14 software was used for data analysis. Result: Of the nine core competencies, three were well-integrated across the curriculum: (1) Assessment and (2) Intervention of individuals, families, groups, communities, and organizations; and (3) Engage diversity and difference in practice. Conversely, competencies related to the evaluation of practice and policy engagement were underrepresented. Among the 40 sub-competencies, 11 were either missing or insufficiently addressed in the curriculum. Program mapping revealed that 38% of the courses addressed competencies at the Introducing level, 60% at the Applying level, and only 2% at the Mastery level. Learning outcomes in Professional Foundation and Specialization courses generally demonstrated a progression from introductory to applied learning. Conclusion 1. The revised core competencies are broadly aligned with the current curriculum. However, key areas—particularly evaluation of practice and engagement in policy practice—require further integration. 2. The curriculum also leans heavily toward introductory and applied levels, with limited opportunities for students to achieve mastery. Future curriculum revisions should focus on strengthening these underrepresented areas and enhancing learning outcomes at the mastery level.

Background: Psychosocial work environment predicts a range of health risks including sickness absence, poor self rated health, and depression. Objective: To identify association between psychosocial work environment and health related indicators among health care workers in Mongolia Methods: A cross-sectional study was conducted between January and April, 2023. 655 health care workers from Ulaanbaatar city and 4 aimags were involved. Psychosocial work environment was assessed by the Effort-reward imbalance model. As for the health related indicators, we used the SF-12 questionnaire and sickness absence report. Descriptive and inferential statistical analyses were performed.
The study was approved by Medical Ethics Review Committee on January 18, 2023 (#23/02). Results: 1 in every 2 health care workers experience effort-reward imbalance at work and rated their health as poor. In average, 32.7 percent of the study participants took 16.6 sick days for the last 1 year. The study identified poor physical (44.7±8.6) and mental health functioning (42.1±9.8) among study participants. Physical functioning was lower among nurses whereas mental health functioning was lower among physicians. Conclusion Poor health related indicators among health care workers are associated with adverse psychosocial work environment such as effort-reward imbalance and high effort and low reward