Background: Globally, adolescent sexual and reproductive health (SRH) remains a public health priority within the Sustainable Development Goals. In Mongolia, individuals aged 15-24 account for over 40% of all sexually transmitted infections (STIs), representing a significant national challenge. Current health education for adolescents focuses predominantly on biological knowledge while neglecting life skills, consent, and communication. This focus has led to a deepening “knowledge-practice gap,” increasing vulnerability to risky behaviors. Therefore, it is essential to identify the actual SRH needs of youth and evaluate the national curriculum against international Comprehensive Sexuality Education (CSE) standards. Aim: To compare and evaluate the SRH knowledge, attitudes, and practices (KAP) of university students and to identify content gaps by comparing the national curriculum with international CSE standards. Materials and Methods: An analytical case-control study was conducted among 585 students (freshmen, n=289; senior students, n=296) using random sampling. Data were collected via a structured questionnaire based on UNESCO CSE standards and the national curriculum. Statistical analysis was performed using SPSS 26.0, employing X2 and t-tests for significance (p<0.05). Content analysis was executed using a triangulation matrix. Results: Statistically significant differences were observed between the study groups in terms of age (p<0.001), marital status (p<0.001), and living environment (p<0.001), while groups were homogeneous regarding gender (p=0.183) and socio-economic status. Senior students demonstrated significantly higher levels of SRH knowledge, attitudes, and practices across all variables compared to freshmen (p<0.001). However, a profound knowledge-practice gap persists; for instance, while 70% of freshmen were aware of STI transmission routes, regular condom use was reported at only 45%. Content analysis revealed that while the national curriculum covers biological aspects well, key CSE concepts such as “Consent,” “Psychology of Relationships,” and “Digital Safety” are notably absent. Furthermore, a curriculum based on negative attitudes and “prohibitions” contributes to fear among youth regarding seeking medical assistance. Conclusion The significant knowledge-practice gap (p<0.001) among students highlights the urgent need to revise the national curriculum in alignment with international CSE standards. To mitigate risky behaviors, it is recommended to transition from information-based teaching to a competency-based “Integrated Learning Model” supported by school-hospital-family partnerships.

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.

Introduction: The researchers have identified that shift work of nurses can have a direct impact on health, well-being, performance, and organizational outcomes. In countries with self sustainable and highly developed nursing science it was established that shift duration of hospital nurses lasts for 8 hours, (Gordon, Cleary, Parker, & Czeisler, 1986; Labyak, 2002; Lee, 1992). Thus, it was recognized having importance that day and night shift nurses would have health issues depending on the shift work schedule and it seemed inevitable to perform studies on schedule work performance. Goal: The purpose of the study is to identify impacts on the health of night shift nurses, and identification of strengths and weaknesses of night shift work of nursesObjectives:1. To identify the initiative and work load of shift nurses,2. To identify the impact of shift work to health of shift nurses,3. To identify the strength and weaknesses of shift workMaterials and Methods: The research was performed on the basis of using Questionnaire, Focus group discussion and Checklists. Comparative research was done on the basis of P criteria; P if < Î.05 then it was estimated that possibility is correct. The research was performed through using software such as EXCEL 2007, SPSS.Results: The results of the research and studies are revealed that 28.3% of participants complained about fatigue, 22.5% of participants complained about having sleep disorder, 16.7 % of participants complained about having headaches, while according to the japans studies 21% of participants complained about fatigue, 29% of participants complained about having sleep disorder, 16% of participants complained about having backaches. Conclusions:1. The active conscience of shift nurses were studied and it was concluded that night shift nurses are less active (40%), and experiencing fatigue (53.3%) than day shift nurses. Also, it was observed that 53.3% of participants experienced heavy work load at day shift, while 41.7% of participants in the study experienced high load of work during night shift.2. The studies revealed that 73.35 of night shift nurses are experiencing fatigue, aches, have sleep disorder, headaches, foot aches, and stomachaches. Performing statistical comparison it was revealed that fatigue, aches, have sleep disorder had statistical probability at p< 0.05.3. The strength of night shift is in higher pay rate, which is higher than regular salary rate answered 75 % of participants, day off is longer answered 62.5 % of participants, while 69.2 % of participants answered that are experiencing general fatigue and 56.2 % of participants are having digestion problems.