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: 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.

Background: Alloxan is a chemical compound commonly used in experimental animal models of diabetes. In 1943, Shaw Dunn and Mc- Letchie reported that alloxan causes specific necrosis of pancreatic β-cells in experimental animals, which led to the study of alloxan in relation to diabetes. In this study, we evaluated the structural changes in the pancreatic tissue of diabetic mice induced by alloxan. Aim: To study the structural changes in the pancreatic tissue of diabetic mice induced by alloxan. Materials and Methods: According to the protocol for establishing a diabetic model, alloxan monohydrate was injected intraperitoneally into 6- to 8-week-old C57BL/6 mice to develop a diabetic model and evaluate the structure of pancreatic tissue. Results: Alloxan induced severe degenerative changes in the centers of the pancreatic islets of mice in the diabetic group. The islet shape was irregular, and the central part was relatively sparse; dead (karyolysis) cells were observed. In the exocrine part of the pancreas, the acinar structure was preserved; the nuclei of acinar cells were stained bright blue. The plasma-particle ratio of some acinar cells was lost, the plasma contained vacuoles, and the interstitial spaces were enlarged and appeared pale. On the 7th day of the experiment, the positive expression of β-cells in the pancreatic islets of mice in the diabetic group was reduced compared to the control group, and a necrotic area was observed. On the 28th day, the positive expression of β-cells was visible in the central part of the islet. When the qualitative characteristics of the positively stained cells of the islets of Langerhans were converted into quantitative values, the percentage of the area of insulin-positive stained cells was 13.37% ± 0.89% in the control group and 6.01% ± 0.39% in the diabetic group. The percentage of glucagon-positive stained cells in the control group was 15.27% ± 1.11%, and in the diabetic group was 5.01% ± 0.58%. The islet area of the pancreatic islets of Langerhans in the diabetic group was observed to be increased compared to the control group. This is thought to be due to the swelling of the islet cells and the formation of empty spaces created by necrotic cells. Conclusion The results of the functional assay showed that glucose- dependent insulin secretion was still active after 28 days of the experiment. Alloxan-induced necrosis and apoptosis reduced the percentage of insulin- and glucagon-positive cells in the islets of Langerhans.

Background: Studying the human embryonic and fetal organ systems development patterns and determining their quantitative indicators is of scientific and practical importance in medicine and health in every nation.
Distortions and pathologies during the development of the embryo are the causes of congenital disabilities. Among the congenital malformations, facial malformations are the 3rd place, including cleft lip and palate in 70% and Srouzon's syndrome in 30%. In addition, abnormalities due to changes in the size, shape, and position of the jaw are also mentioned in the 2021.04.21 issue of Morphology magazine in the study "Morphometric parameters of the bones of the skull and face during the development of newborns and fetuses". In our country, Ariuntuul G (2005) determined that cleft lip and cleft palate occur at 0.76/1000 or 1 in 1314 live births, while Ayanga G (2012) found that it occurs at 1 in 1072 live births or 0.93/1000. Moreover, the eye cup dimensions of Mongolian fetuses aged 16 36 weeks have a positive linear relationship with the gestational age determined using ultrasound by Nandintsetseg B (2015) et al. Compared with the other countries, the eyecup is slightly wider, and the outer edge distance is similar, whereas the inner edge distance is shorter. Purpose: To summarize research work and determine the embryonic development of bones involved in the formation of the face and facial parts, the period of bone formation, the point of ossification, and the period of formation. Methods: During fetal development, human organ systems grow and develop at different rates but in a particular relationship. This feature of growth and development is also clearly observed in the structure of the head and facial bones, and the results of researchers who have studied this aspect are selected in the articles. Results: Embryonic and fetal development of bone are clinically significant not only from the point of view of its morphogenesis but also from the point of view of congenital disabilities. Conclusion In the analysis of the sources, most of the works on the prenatal period of the development of the same body have studied the development of specific structures of the face and facial area, such as the palatine bones and nasal bones, or have generally covered the development of particular systems in the embryo and fetus, and face, there are relatively few works that show the entire dynamics of growth and development of facial bones.