Background: Metabolic syndrome (MetS) has been shown to be associated with multiple factors, including central obesity, insulin resistance, lipid metabolism disorders, and elevated blood pressure, thereby increasing the risk of cardiovascular disease and type 2 diabetes. In recent years, the prevalence of MetS has risen sharply worldwide, affecting about one-third of the global population, becoming a major public health concern. Although several studies on MetS have been conducted in Mongolia, research investigating the relationship between iron metabolism and MetS, particularly among men who are most affected, is limited. This formed the basis for the present study. Aim: To investigate selected indicators of iron metabolism in men with and without MetS. Materials and Methods: A total of 227 men aged 30-60 years from Ulaanbaatar were included in this study. Participants were classified into two groups: MetS (case group) and non-MetS (control group). According to the British Columbia “High Ferritin and Iron Overload – Investigation and Management” (2021) guidelines, serum ferritin levels were categorized into three groups: <300 ng/mL as normal ferritin, 300–600 ng/mL as hyperferritinemia, and >600 ng/mL as iron overload. Result: The mean age of the participants was 45.3±8.3 years. Based on the 2009 JIS criteria for MetS (five components), 38.8% (n=88) had MetS and 61.2% (n=139) were without MetS. According to the British Columbia guidelines, 46.7% (n=106) had normal serum ferritin, 33.9% (n=77) had elevated ferritin, and 19.4% (n=44) had iron overload. When serum iron-related proteins were analyzed by group, the ferritin levels ranged from 33.30 to 1330.00 ng/mL with a mean of 320.34 in the non-MetS group, and from 43.10 to 1044.00 ng/mL with a mean of 378.28 in the MetS group (F=3.957, Sig=0.049), indicating a statistically significant difference in ferritin levels between the two groups. Other iron metabolism indicators, including serum iron, transferrin saturation (TSAT%), Unsaturated iron binding capacity (UIBC), Total iron binding capacity (TIBC), and hepcidin, did not show statistically significant differences between groups. Conclusion Among the indicators of iron metabolism, only serum ferritin levels showed a statistically significant difference between men with and without MetS. Other indicators did not differ significantly, highlighting the need for further detailed investigation.

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: According to the World Health Organization (WHO), 25–30% of the total population in developing countries are affected by metabolic syndrome (MetS). MetS is defined as a cluster of interrelated conditions encompassing abdominal obesity, arterial hypertension, hyperglycemia, and dyslipidemia, and constitutes a significant precursor to cardiovascular disease (CVD), cerebrovascular accident (stroke), and type 2 diabetes mellitus (T2DM). The global prevalence of MetS continues to rise in parallel with increasing rates of sedentary behavior and obesity. Morphological alterations associated with MetS are reflected in changes in anthropometric parameters that vary according to individual constitutional characteristics. Physical development is a dynamic process influenced by age, sex, occupational activity, living environment, and geographic-climatic conditions. In the Mongolian population, specific lifestyle patterns, climatic factors, and behavioral characteristics further amplify the risk of obesity, thereby contributing to increasing morbidity and mortality from T2DM and CVD. Although previous studies in Mongolia have examined the prevalence of MetS and its associated risk factors, data on anthropometric profiles of individuals with MetS remain limited. Therefore, establishing normative anthropometric reference values for individuals with MetS in the Mongolian population is of critical importance. Aim: To determine and compare selected anthropometric parameters between Mongolian males with metabolic syndrome and those without metabolic syndrome. Materials and Methods: A total of 227 males aged 30-60 years residing in Ulaanbaatar city were enrolled in this study. Participants were classified into two groups according to the 2009 Joint Interim Statement (JIS) diagnostic criteria: 88 males (38.8%) met the diagnostic criteria for MetS (case group) and 139 males (61.2%) did not (control group). Results: Comparisons of anthropometric measurements stratified by serum ferritin quartiles revealed statistically significant differences in body weight, waist circumference (WC), body mass index (BMI), waist-to-hip ratio (WHR), percentage body fat, fat mass, and skeletal muscle mass between the MetS and non-MetS groups (p<0.001). When anthropometric parameters were compared across serum ferritin strata, only percentage body fat showed a statistically significant elevation (p=0.037), while no significant differences were observed for the remaining parameters (p>0.05). Linear regression analysis indicated that BMI (beta=3.21, p=0.036) and WHR (beta=7.11, p=0.047) independently increased the risk of elevated serum ferritin levels by 3.2-fold and 7.1-fold, respectively. Conclusions 1. Anthropometric and hemodynamic parameters including BMI, waist circumference, waist-to-hip ratio, systolic blood pressure, and diastolic blood pressure were all significantly different between the MetS and non-MetS groups, whereas body height showed no statistically significant difference between the groups (F=0.002, p=0.962). 2. Serum ferritin concentration showed statistically significant weak positive correlations with waist circumference (r=0.20), BMI (r=0.19), waist-to-hip ratio (r=0.26), and body fat percentage (r=0.23) (p<0.01). Linear regression analysis identified BMI (β=3.21, p=0.036) and waist-to-hip ratio (β=7.11, p=0.047) as independent predictors associated with a 3.2-fold and 7.1-fold increased risk of elevated serum ferritin, respectively.

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.