Background: Basketball involves repeated high-intensity, explosive movements that depend largely on anaerobic energy systems. Accordingly, anaerobic capacity and body-composition parameters such as skeletal muscle mass and fat distribution are key determinants of performance. However, data-driven studies integrating conditioning training, anaerobic performance, and body composition in Mongolian professional players are limited, and the application of machine-learning approaches in this context remains underexplored. Aim: To examine the relationships between conditioning training, anaerobic capacity, and body composition in professional basketball players and to develop a machine-learning model for injury-risk prediction. Materials and Methods: Eleven healthy professional male basketball players (21–28 years) from the Omni Erdenet Miners were evaluated. Body composition was measured using the InBody 970, and anaerobic performance was assessed by a 30-s Wingate test on a Monark 894E ergometer. Measurements were obtained at three time points. Changes were analyzed using Friedman and Wilcoxon tests, while associations were examined by Pearson correlation and multivariate regression. Injury-risk models were developed using Random Forest and regression-based machine-learning methods. Research Ethics Committee, approval number 24-25/04-01 Result: Phase angle increased from 6.8±0.5 to 7.3±0.6° (p =0.021), and body-fat percentage decreased from 20.5±3.2% to 16.2±2.0% (p =0.015), with no change in skeletal muscle mass. Visceral fat decreased and anaerobic peak and mean power improved (p <0.05). Fat percentage was negatively correlated with anaerobic performance. Heart-rate recovery improved, indicating enhanced exercise tolerance. Random Forest identified phase angle, visceral fat, fat percentage, and fatigue index as the strongest predictors of injury risk. Conclusion 1. The body composition of professional basketball players was closely associated with anaerobic performance and recovery indices, with higher body fat percentage and central adiposity tending to be linked to reduced anaerobic capacity. 2. Reducing fat mass while preserving muscle mass did not adversely affect anaerobic performance and demonstrated potential improvements in performance efficiency, load tolerance, and recovery regulation. 3. A Random Forest Regression model based on body composition and anaerobic capacity indicators demonstrated a high level of accuracy in predicting performance decline and injury risk.

Background: In recent years, medical education worldwide has undergone a paradigm shift from knowledge-centered training to a competency-based approach. Within the framework of this reform, it has become crucial to systematically evaluate the workplace performance and professional competencies of graduates rather than solely assessing theoretical knowledge. International standards now demand that medical practice be an integrated synthesis of communication, attitude, ethics, and leadership, extending beyond clinical knowledge. Aim: The study aims to evaluate the current state of comprehensive professional competencies by investigating graduate satisfaction regarding the learning outcomes of the “Medical Doctor” program. Materials and Methods: An analytical cross-sectional study was conducted between January 2024 and January 2026. The study involved 114 graduates (2020–2022) of the School of Medicine, MNUMS, currently working in primary healthcare. Data were collected using a 41-item questionnaire comprising demographic characteristics (10 items), CanMEDS competency indicators (29 items), and open-ended questions. Satisfaction was measured using a 5-point Likert scale. Statistical analysis was performed using IBM SPSS Statistics 26, utilizing Cronbach’s Alpha for internal consistency, t-tests and ANOVA for group comparisons, partial eta squared (ηp2) for effect size, and Factor Analysis for item clustering. Result: The participant pool consisted of 86.1% females and 13.9% males, with a mean age of 27.49±1.15. Regarding workplace distribution, 54.8% were employed in urban areas and 45.2% in rural areas. The questionnaire demonstrated high reliability with Cronbach’s α=0.962. The overall mean satisfaction level of graduates was 3.63±0.79. Among the CanMEDS roles, the “Professional” role received the highest rating (3.78±0.77), while the “Medical Expert” role received the lowest (3.49±0.67). However, the “Medical Expert” competency showed a statistically significant increase (p<0.026) from 2020 (3.24) to 2022 (3.68), indicating improved curricular continuity. Specifically, the graduation year had a medium effect size on sub-competencies ME9 (Prevention, p<0.031) and ME10 (Using evidence, p<0.025), with ηp2 values ranging from 0.061 to 0.064. Workplace location did not significantly influence competency assessment (p>0.05). Factor Analysis categorized the 29 items into five main factors, explaining 69.68% of the total variance. The primary factor, “Integrated Clinical and Management Competency,” alone accounted for 49.08% of the variance, reflecting the integrated nature of comprehensive professional competencies. Conclusion 1.Graduate satisfaction with comprehensive professional competencies is at an above-average level (3.63). 2.The high rating for the “Professional” role indicates strong ethical development and professional maturity, while the lower score for the “Medical Expert” role suggests a need for increased focus on refined clinical skills in training. The longitudinal improvement in “Medical Expert” scores reflects the positive impact of curriculum reforms. 3.These findings confirm that clinical and soft skills are inextricably integrated for primary healthcare physicians, providing evidence for future program development based on this holistic integration.

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.

Background: Globally, medical education has been shifting from traditional discipline-based models toward student-centered, outcome-based, and integrated curricula. The Mongolian National University of Medical Sciences (MNUMS) has implemented a six-block integrated curriculum; however, evidence on how teaching methodology and assessment practices influence student learning outcomes within this framework remains limited. Aim: To determine the effect of teaching methodology and assessment practices on student learning outcomes in a block-based undergraduate medical curriculum. Materials and Methods: A retrospective study was conducted from January 2023 to January 2026 among 1,130 undergraduate medical students (years 3–6) at the School of Medicine, MNUMS. A stratified random sampling method was applied, representing 66.8% of the target population. Data were collected using a structured 185-item questionnaire based on a 5-point Likert scale. Statistical analyses included descriptive statistics, independent t-tests, one-way ANOVA with Tukey post-hoc tests, and multiple linear regression using SPSS version 26.0. Internal consistency was high (Cronbach’s α=0.90–0.98). Results: The overall mean evaluation score was 4.00±0.73. A decreasing trend in scores was observed with advancing academic years, with final-year students reporting the lowest scores (M≈3.92). Significant inter-year differences were found in Blocks 3 and 4 (p<0.05), suggesting a potential gap during the theory-to-clinical transition. Blocks 5 and 6 showed consistently high and stable scores (M≈4.10–4.15). Teaching methodology and assessment practices were strong predictors of learning outcomes (β=0.289–0.610), with regression models explaining 67–77% of the variance (R²=0.668–0.774). Elevated VIF values indicated multicollinearity among predictors. Conclusion Teaching methodology and assessment practices were found to be decisive determinants of learning outcomes within the integrated block curriculum (R²=0.668–0.774). Although overall student evaluations exceeded the mean threshold, a systematic decline observed across advancing academic years reflects the phenomenon of retrospective critical evaluation, while inter-year discrepancies in Blocks 3 and 4 indicate insufficient curricular coherence during the theory-to-clinical transition. Therefore, it is imperative to further develop the curriculum in a competency-based framework, and to reform both teaching methodology and assessment practices in alignment with clinical competence requirements.

Background: Between 2017 and 2021, the prevalence of obesity among children aged 2-19 years reached 19.7%, affecting approximately 14.7 million children, with rates of 12.7% among those aged 2-5 years and 22.2% among those aged 6-11 years. Globally, dental caries is among the most common non-communicable diseases, often leading to pain, infection, tooth loss, and reduced quality of life. In Mongolia, the prevalence of overweight and obesity among children and adolescents has increased markedly since 2010, beginning at an early age. In 2018, one in six children under five years and one in eight adolescents were overweight. Aim: This study aimed to assess selected non-communicable disease risk factors among children and adolescents. Materials and Methods: A cross-sectional study was conducted in Ulaanbaatar, Mongolia, using Family Health Centers across all nine districts. A total of 622 children aged 6–17 years were included. Anthropometric measurements (weight, height, and waist circumference) were obtained, and body mass index (BMI) was calculated. Oral health examinations were performed to determine the Decayed, Missing, and Filled Teeth (DMFT) index. Nutritional status was classified based on age and sex-specific growth charts into normal weight, overweight, and obesity categories. Results: Among the participants, 10.29% (n=64) were overweight and 9.97% (n=62) were obese. Overweight was more prevalent among girls, whereas obesity was relatively higher among boys (p<0.001). Regarding dental caries, 37.6% (n=234) of participants had no caries (DMFT=0), 48.1% (n=299) had mild caries (DMFT=1-2), and 14.3% had moderate to severe caries (DMFT≥3). The overall prevalence of dental caries was 62.38%, with significant variation by age group: highest in children aged 6-9 years (69.9%) and lowest in those aged 15-17 years (46.1%) (p<0.001). No statistically significant association was found between BMI categories and dental caries status. Although normal weight predominated in the DMFT=0 and DMFT=1-2 groups, logistic regression adjusted for age and sex showed no significant relationship between BMI and dental caries. However, children aged 6-9 years had a significantly higher likelihood of having dental caries compared to those aged 15-17 years (OR=0.39, 95% CI: 0.24-0.63, p<0.001). Conclusions 1. Among the risk factors for non-communicable diseases (NCDs), overweight and obesity were highly prevalent among children, with one in every five children classified as overweight or obese. The prevalence among male children was approximately two times higher than that among female children (p<0.001). 2. The prevalence of dental caries among the study participants was 90.7%, with a mean caries intensity of 6.4, indicating high level of severity. Age-group analysis demonstrated that children aged 6–10 years exhibited the highest prevalence and severity of dental caries, with a prevalence of 93.5% and a mean caries intensity of 7.3.

Background: Modern medical education increasingly integrates Outcome- Based Education (OBE) and Problem-Based Learning (PBL) approaches to improve training quality. The Mongolian National University of Medical Sciences (MNUMS) implemented an OBE curriculum in 2013, creating a need to examine student satisfaction as a measure of program effectiveness. Student satisfaction is recognized as a key indicator of educational quality and is linked to outcomes such as graduate retention and institutional reputation. Aim: To assess the level of student satisfaction in the medical doctor (MD) training program and identify factors influencing it, in order to provide a basis for improving training quality. Materials and Methods: A cross-sectional survey was conducted in 2023– 2024 among 1167 students (third- to sixth-year MD students) at MNUMS. Participants had a mean age of 22.2 ± 1.5 years, and 79.9% were female. A questionnaire with 23 questions (including 16 Likert-scale items on satisfaction) was administered; responses were given on a 5-point Likert scale. Data were analyzed using SPSS version 26. Descriptive statistics, independent t-tests, one-way ANOVA, Pearson correlation analysis, exploratory factor analysis, and multiple linear regression were performed. All statistical tests were twotailed, and significance was set at p<0.05. Results: The satisfaction survey demonstrated high internal consistency (Cronbach’s α = 0.927). Overall satisfaction with the training program was moderately high, with a mean score of 3.51 ± 0.84 out of 5. Fourth-year students reported the highest satisfaction with teaching methods (mean 3.97 ± 0.67), whereas third-year students gave the lowest rating for the sufficiency of learning materials (mean 2.98 ± 1.01); these differences were statistically significant (p<0.001). Additionally, satisfaction with clinical training declined by the final year of study, with a mean rating of 3.16 in the sixth year compared to 3.70 in the third year (p<0.001). No significant difference in overall satisfaction was observed between male and female students (p>0.05). Exploratory factor analysis (KMO = 0.950; Bartlett’s test p<0.001) identified two key underlying factors influencing perceived training quality, which together explained 55.83% of the total variance: (1) “Curriculum organization and teaching methodology,” and (2) “Material resources and learning environment.” Correlation and regression analyses further indicated that better course organization and active teacher engagement were associated with higher student satisfaction (p<0.01). Conclusion The study shows that enhancing teaching methods and improving curriculum coherence are needed to further improve the quality of the MD training program. Additionally, strengthening educational resources and updating instructional approaches are crucial for raising satisfaction levels, particularly for senior (sixth-year) students. These findings provide an evidence- based foundation for curriculum and policy improvements to boost student satisfaction and overall educational outcomes.

Background: Medical education has undergone significant changes over the past few decades, with a focus on studentcentered learning, problem-based learning, competency-based learning, and outcome-based education. Among these, internal medicine diagnostics plays a crucial role in preparing students for clinical practice. However, there is limited research on the factors influencing student satisfaction in this course. Studies by Harden et al. (1999) and Irby et al. (2010) have emphasized the importance of continuous evaluation and effective teaching methods in medical education. This study aims to assess student satisfaction with the internal medicine diagnostics course within the “Physician” program at the Mongolian National University of Medical Sciences (MNUMS), aligning with these global trends. Aim: The primary objective of this study is to evaluate student satisfaction with the internal medicine diagnostics course in the Physician program. Specific objectives include: Assessing satisfaction with the diagnostics course in the 2nd year of the basic medical education program, evaluating satisfaction with the internal medicine diagnostics course in the 3rd year, exploring the relationship between these two courses. Materials and Methods: This analytical study was conducted from June 2023 to June 2024, involving 1,167 students enrolled in the “Physician” program at MNUMS. Data were collected using a 34-item questionnaire, including:Demographic information (5 questions),General satisfaction (17 questions),Internal medicine diagnostics-specific satisfaction (12 questions). Satisfaction was measured using a 5-point Likert scale (1=strongly disagree, 5=strongly agree). Data were analyzed using SPSS Statistics 26, employing descriptive statistics, ANOVA, T-tests, and regression analysis. Effect sizes were calculated using Cohen’s d and Partial Eta Squared (η²), with statistical significance set at p<0.05. Results: Overall satisfaction: The average satisfaction score was 3.98±0.73. 2nd-year diagnostics course: Highest satisfaction (4.07±0.90), particularly with “course content” (4.07±0.90). 3rd-year internal medicine diagnostics course: Lowest satisfaction (3.97±0.78), especially with “learning environment” (3.90±0.90). Gender and Year Differences: No significant gender-based differences (p>0.05). Satisfaction with the internal medicine diagnostics course decreased as students progressed to higher years (B=-0.172, p=0.016). Course Relationship: A strong positive correlation was found between the two courses (r=0.818, p<0.001), but the effect size was minimal (η²=0.008). Conclusion The above-average student satisfaction reflects the quality of the curriculum content and the effectiveness of teaching methodologies. The decline in satisfaction with internal medicine courses as students progress may be due to course difficulty and resource limitations. The weak correlation between the two subjects suggests the need for further development of integrated learning.

Background: Thyroid hormone disorders have an adverse effect on human spermatogenesis. Thyroid function has regulated by hypothalamic-pituitary-thyroid axis and thyroid stimulation hormone is a critical measurement of thyroid disorders. This study aimed to investigate the relationship between thyroid stimulating hormone and sperm parameters. Methods: This study has conducted 99 man who have visited RMC and Ojinmed IVF centers. Serum level of thyroid stimulating hormone (TSH) was measured by automated immunoassay analyzer (TOSOH AIA-360, Japan). Semen analysis was done in all the participants and evaluated by World Health Organization’s guidelines(2010). Results were calculated by SPSS 26 program. Results: The average age was 35.2±5.76. The mean serum TSH level was 1.37±0.57 and 1.85±1.16 normal subjects and spermatogenesis dysfunction group, respectively. Furthermore, serum TSH level and sperm parameters were significantly different between two groups (p<0.05). Logistical regression analysis showed that increased TSH level negatively affected the motility (r=-0.28; p<0.05) and progressive motility (r=-0.34;p<0.05) of sperm more than other parameters (r=-0.34; p=0.035). There was no correlation between serum TSH and other sperm parameters. We analyzed binary logistic regression for TSH with spermatogenesis dysfunction in case control groups. According to the analysis, elevation of serum TSH level increases the risk of spermatogenesis dysfunction by 5.0 times (OR=5.06, p<0.05). Conclusions Subclinical hypothyroidism adversely affect some sperm parameters, including motility and progressive motility. Subclinical hypothyroidism increases the risk of spermatogenesis dysfunction.

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”.