Background: Although a considerable number of oral health studies have been conducted among children in Mongolia, most have focused on dental caries in school-aged children, and data on non-carious oral conditions in preschool children remain scarce. Aim: To determine the prevalence of oral mucosal, gingival and traumatic dental conditions among preschool children in Ulaanbaatar. Materials and Methods: In this cross-sectional pilot study, 686 children from six randomly selected kindergartens in Ulaanbaatar underwent oral examination in accordance with the World Health Organization (WHO) 2013 guidelines, using the WHO Oral Health Assessment Form for Children. The main outcomes were oral mucosal changes, including pigmentation, gingival bleeding, dental trauma and dental erosion. Analyses were restricted to the 598 children with complete records for these outcomes, and frequencies, percentages and Wilson 95% confidence intervals (CIs) were calculated using this common denominator (n=598). Results: Of the 598 children analysed, 86 (14.38%; 95% CI 11.80–17.42%) had at least one of the four main conditions. Dental erosion was observed in 74 children (12.37%; 95% CI 9.97–15.26%), confined to the enamel in 45 (7.53%) and extending into the dentine in 29 (4.85%). Oral mucosal changes were recorded in 10 children (1.67%; 95% CI 0.91–3.05%), gingival bleeding in 7 (1.17%; 95% CI 0.57–2.40%) and dental trauma in 1 (0.17%; 95% CI 0.03–0.94%), whereas oral mucosal pigmentation was observed in 64 children (10.70%; 95% CI 8.47–13.44%). Of the 86 children with findings, 85 (98.84%) attended two of the six participating kindergartens. Conclusion When dental caries was excluded, dental erosion was the most prevalent condition among preschool children, whereas oral mucosal changes, gingival bleeding and dental trauma were observed in a small proportion of children. The concentration of these findings in two of the six kindergartens may reflect local demographic and socioeconomic factors, as well as differences in examination and recording practices. Future studies should therefore standardise examination criteria in advance and include a larger number of kindergartens.

Background: Written communication skill is of the important skills for medical doctors and medical professionals. Written communication includes daily notes, letters, memos, personal requests, summaries, reports, editorials, and essays. An essay is a form of written assessment used by educators to make inferences about a problem, evaluate a situation, and assess their knowledge and understanding among students. Essay writing is an important tool for developing thinking, critical thinking, and analytical skills. Aim: To do a comparative evaluation of essays by first-year students of pre-med and pre-health education Materials and Methods: In this study, essays written on the topic “My Childhood” by students who studied Communication Skills in the 2022–2023 and 2023–2024 academic years were evaluated using the 6 criteria of the Rubric and the group discussion identified the problems students faced when writing essays. Results: Among the essays of 568 first-year basic education students who studied in the 2022–2023 academic year, 32.6% had spelling errors, 25.5% had grammatical and composition errors, and 20.4% were insufficiently written in terms of content. It was identified that 28.6% of the essays of 525 students who studied in the 2023–2024 academic year contained spelling errors, 21.8% contained compositional errors, and 18.6% lacked content. Additionally, 10.5% did not have the required essay structure for writing their essays. Conclusion This indicates the need for content reforms in the curriculum to further improve students' writing skills.