Background: Midwives provide essential maternal, neonatal, reproductive and sexual health care and save lives. In our country, in 2017, the job description of midwives was revised and approved by the Minister of Health in accordance with the core competencies established by the International Federation of Midwives by Order A/216. Therefore, it is necessary to study the extent to which midwives are performing the duties included in the revised job description. Aim: To assess of the professional role and performance of midwives in Mongolia five years after the updated midwifery job description was declared. Materials and Methods: There were 1119 midwives working at all levels of the facilities national wide, and 589 respondents were analyzed. Data were collected using a questionnaire, which was developed with input from an obstetrics and midwifery care advisory group, and was distributed online through Google Forms. We developed a questionnaire on the daily professional roles and performances of midwifery services and skills that were part of the job description of midwives in Mongolia. The questionnaire consisted of three parts and were scored based on a Likert scale. This study was approved by the research ethics committee of the School of Nursing (protocol №22/07-b), Mongolian National University of Medical Sciences (MNUMS), and Ministry of Health. Result: 62.3% of the participants had a bachelor’s degree, 34.3% had a professional degree, 93.5% worked as midwives at all levels of health care, 73.4% worked according to their job description, but 21.9% were unable to work according to their main duties; 56% considered that they faced some difficulties in performing their duties at work. Within the scope of maternity care services mentioned in the job description, 71.4% of them often provide monitoring and counseling to normal, low-risk pregnant women according to guidelines (mean 3.07± 0.96); childbirth and postpartum care are occasionally (mean 2.70±1.10) or not regularly provided; and the average ratings of reproductive health, family planning services, and emergency obstetric care interventions are 2.32±1.120 and 2.40±0.040, respectively. According to self-assessment of professional skills, the average score for the ability to provide care during pregnancy was 3.10±0.038, which is sufficient; the ability to provide care during childbirth and postpartum was 2.83±0.037, which is above average; and the ability to provide emergency obstetric care and reproductive health and family planning care was 2.77±0.84 and 2.57±0.890, which is moderate, respectively. Conclusion The education and professional level of midwives working at all levels of the health sector has improved. While midwives frequently provide the pregnancy care outlined in their job descriptions, they only occasionally perform duties related to childbirth, postpartum and reproductive health, family planning, and obstetric emergency care. According to their self-assessments, midwives demonstrate sufficient competence in teamwork and pregnancy care; above-average competence in childbirth and postpartum care; and moderate competence in obstetric emergency care, reproductive health, and family planning services.There is a need to improve the involvement of midwives in certain professional activities.

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: Health literacy is a multidimensional concept encompassing the knowledge, attitudes, and skills required for individuals to obtain, understand, appraise, and apply health-related information. It is essential for accessing quality healthcare services and making informed health decisions in daily life. Aim: This study aimed to evaluate the level of health literacy among the adult population of Mongolia. Materials and Methods: A cross-sectional quantitative study was conducted involving 1,500 Mongolian adults. Data was collected using the Health Literacy Survey European Questionnaire (HLS-EU-Q47), which evaluates four core competencies: accessing, understanding, appraising, and applying health information. Responses were measured on a 4-point Likert scale ranging from 1 (very difficult) to 4 (very easy). Health literacy levels were categorized based on standardized scores: inadequate (0–25), limited (25–33), sufficient (33–42), and excellent (42–50). Results: The mean age of the participants was 34.79±15.04 years, with 42.1% being male and 57.9% female. Socioeconomic data showed that 52.1% were married, 37.7% were single, 43.2% had completed secondary education, and 40.5% held a university degree. Lifestyle assessments revealed that 16.4% were daily smokers, 7.0% consumed alcohol daily, and only 12.5% engaged in regular physical exercise. Regarding education, 50.7% of participants with higher education demonstrated “sufficient or excellent” health literacy, whereas only 27.1% of those with secondary education reached this level. The 18–30 age group exhibited the highest capacity to receive health information (44.0%), with a significant decline in health literacy levels observed as age increased (p=0.014). Conclusion Although the overall health literacy level among the adult population of Mongolia is generally sufficient, the capacity to access health information remains limited.

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: In accordance with the development of a rapid pace of modern medical science, requirements for the scholars and teachers of universities that provide the medical professionals throughout the world increase every year and there is an urging demand for the scholars and teachers to develop themselves continuously. Methods: In order to assess the influence of the cooperation on the teacher’s development, we chose 43 teachers who participated in professional development training of the Yonsei university by using non-probabilistic collection method. Results: 77,19 % of the study participant teachers responded that professional development training greatly influenced to their teaching skills improvement. 19,3 % responded that it was well influenced, and 3.51% responded as slightly influenced. The majority of the participants or 43,86% responded that the professionaly training greatly influenced to their clinical aid and service skill improvement. 36,84% responded as well influenced,12.28 % responded as moderely influenced, 3.51 % responded as slightly influenced and 3.51% responded.The question of how the training influenced for their improvement of scientific research, 3% responded as not influenced at all, 11 % responded as slightly influenced, 30 % respoded as well inflienced and 56% responded as greatly influenced. Conclusion The participants responded to the question on how the training has influenced on professional development training as greatly influenced to their teaching skills improvement. As teachers from the branch universities who participated in the study have a statistical significance. (p=0,04)

BACKGROUND. Since the implementation of Pre-medical curriculum the first students have successfully finished their courses. However, formative and summative evaluation of the curriculum hasn’t been done. The purpose of this study is to analyze the correlation between satisfaction level and knowledge acquisition of the students. MATERIAL AND METHODS. The study was completed at School of Bio-medicine of MNUMS and Division of Education and Policy. We have studied correlation of grade point average (GPA), integrated final exam score, and general admission test/entrance examination test scores (Chemistry and Biology test scores) of total of 395 students’. RESULTS. A total of 395 students’ 4 types of test scores have been used in this study. Out of 395 students, 68 (17%) male, 327 (83%) female and 317 (80%) medical and 78 (20%) health sciences pre-medical students. Results have shown that, both general admission test score and university pre-medical GPA had a direct, average line correlation. In other words, students who have had a higher general admission test score; have scored higher GPA scores at university. The comparison of GPA with the integrated final exam score has shown a direct, average line correlation, which proves the validity of the GPA.The highest factor among was the teacher methodology skills scoring 4.0. The lowest factor was teaching facilities and student lesson load scoring 3.7. CONCLUSION. The satisfaction level is higher the average. The student GPA, general admission test score, both have a direct or average line correlation.

BACKGROUND. UNIFACE 4.0 program has started implementing of UNIFACE 4.0 program for training since 2004 at MNUMS. In 2008, registration and information of the six branch schools, MNUMS had been transformed into electronic forms. Since 2010, the electronic form and an integrated information environment has been reached all schools equally. The business Plan of MNUMS is to become “Open School” under the strategic goal, and UNIMIS is being introduced and implementing by the Presidential ordinance A/55, on May 06, 2015. OBJECTIVE. To analyze the implementation of the university management information system and determine future trends and approaches RESULTS. In the survey, 7.89% of the subjects were the first group (teachers) responded that it was not appropriate to continue using UNIMIS for training, were below the average, 39.47% of the teachers responded that it was appropriate in some ways and 52.68% said that they would be better useful than average. 15.76% of the subjects were the second group (students) surveyed were moderately unsuitable, 43.15% responded that they were some appropriately, and 41.08% said that they were moderate or higher useful for them. To fulfill consistently the development of UNIMIS in the near future is required to enhance the training specific characteristics and the period, which is the foundation for further application of this program. Over 90% of the teachers who in the study answered that they only used the grades putting into the UNIMIS, the remaining percentages were asked for using students’ self-study and taking a survey. There are many modules in the UNIMIS program, but they are mostly used for students’ grades in it. For teachers, it may be due to a lack knowledge of about UNIMIS.The foundation for further application of this program is required to fulfill and develop UNIMIS permanently with the training specific characteristics and the period. CONCLUSION. In UNIMIS, there are many issues; inadequate for registration and information (data), incomplete of system usage and applications, not well educated, unsuffiency and a lack of technical and technological safety.

BACKGROUND. One credit hour lecture is the most common type of learning method at the Mongolian National University of Medical Sciences. Long term lectures tend to be tedious and the students become passive receivers. Making the lectures more interesting is a solution to overcoming these problems. The study was done prerequisite for the necessity of comparative analysis of student satisfaction level, quality improvement and methodological innovation for traditional, interactive and online type of lecture evaluation. Study of the effects of lecture methods on student satisfaction level MATERIAL AND METHODS. The lecture satisfaction level was determined by 408 medical students of 3-5th years. The randomly pickedthird year students were given two types of lectures with different topics. This lecture lesson included 8 credit hour sessions; a 4 hour lecture was selected randomly and was given interactively. After that the students were asked to do a five section questionnaire inquiring their opinion. Statistical analysis was done with SPSS software version 20. RESULTS. According to the research result the student satisfaction level for lecture lessons scored 3.2. The fact that traditional lectures scored 3.74, interactive lectures scored 4.37 showed that use of innovative lecture methods had a direct effect on student satisfaction. (p<0.005)

BACKGROUND As a Mongolian National University of Medical Sciences student rating point is calculated by transferring into 42 level quantitative point in accordance with procedure which assess student approved byDirector with 1st attachment of order no. A/144 on December 15, 2015. However, the calculation,estimated by mathematics allocation, of the student rating point, letter point and quantitative is notbased on research also allocation of transferring the rating point into quantitative point is different foranother universities. These reasons mentioned previously have seriously become basis backgroundof our research. The main objective of this research is to compare model of transferring rating pointinto quantitative point. METHODS Research was completed by quantitative method that based on moment descriptive study, case study, model of mathematic and geometry modeling.Under our research objective we did compare study using rate point that transfer into quantitativepoint of student at MNUHS, accuracy and methodology all among the Mongolian state and private universities. Now Mongolian National University of Life Sciences, Etugen University and New Mongolia Medical University are using 5 level table that approved Ministry of Education Science, Mongolian National University is using 9 level scale, Mongolian University of Science & Technology, Mongolian State University of Education, Mongolian State University of Art&Culture are using 12 level scale while MNUHS is using 42 scale table that calculate student average point. We compared model of GPA calculation that rate point transfer into quantitative point by using all tables belong each Universities mentioned above. We have developed mathematical and geometrical modeling on each assessment since we started study and made statistical process based on modeling. RESULTS Some articles of the regulation to adapt the credit hours, evaluate students’ knowledge and ability during the training where providing the higher educational degree were not fulfilled. Hereto: The article of the guidance that are taking: 70 rating point considering to the letter D, 80 rating point considering to the letter C, 90 rating point considering to the letter B are not providing the 12 level module. The modules with staging 9, 12, 42 of the article on regarding measurement of 2, 3, 4 in 70, 80, 90 rating grade are not meeting requirements. According to the survey among 470 students who’s GPA higher 2.5 in the 42 level scale shows mostly. Also, the percentage of the students with GPA higher than 3 are in high level. In other words, 158 students (33.6% of 470 students) are meeting requirements of the national scholarship programs and other scholarships. The calculation of the correlation relationship of the rating point and grades converted to the digit rate that are using in all universities were the positive correlation, linear dependence. For the module with staging Person Correlation 9, its influence rate is 98.7 per cent that shows the highest rate comparing with other modules. To calculate Determination Percentage (r2), the module with staging 9 is 97.4 per cent or these digit grades have the highest capacity to show the rating grade. CONCLUSION Level models are able to rate in points or statistical significant. The high correlation between rating point and digit grade’s and determination percentage in the 9 level module showing more relevant in statistics and reporting capacity. The modules with staging 9, 12, 42 are not meeting requirements of the guidance.