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.

BACKGROUND. To evaluate educational environment, it is important to use confidential and accepted tool. Dundee Ready Education Environment Measure (DREEM) (3) is a globally accepted and widely used tool to measure the education environment. Regular assessment of educational environment to evaluate teachers’ teaching method, students’ perception and their outcome and making the necessary adjustment to it is one of the factors affecting students’ knowledge, clinical practice and their motivation (4). In the MNUMS program, educational environmental assessment is one of the most important parts and we are unaware of any report of research work. Therefore, the researchers decide to carry this study. AIM OF THE STUDY. This study aimed to evaluate the educational environment in Nursing school of MNUMS using globally accepted DREEM Questionnaire. MATERIALS AND METHODS. This cross-sectional analytic study was carried out in Faculty of Nursing in Darkhan, Dornogobi and Gobi-Altai aimag out of 9 branch school of MNUMS during the academic year 2015-2016 and 2016-2017. DREEM questionnaire was used to collect data from 306 nursing students. RESULT. Most of the participants were female accounted around 89.9% (275) and male were 10.1% (31). By age, age of 17-19 were 25.5%(78), 20-22 were 52.0% (159), 23-25 were 15.0%(46), >26 were 7.5% (23). The mean item score was highest in Dornogobi school of 3.8 and lowest in Nursing school of 3.6. 4th year students’ 68.6% (210) agreed to “more on positive side” for their academic self perception and 22.5% (69) agreed “moving in right direction” for their academic self perception. All domains were statistically significant specially the perception of curriculum (0.854**) and perception of learning (0.803**) have high correlation. On the other hand, perception of educational atmosphere (0.444**) and perception of teachers have moderate correlation. The reliability of questionnaire was confirmed by Cronbach alpha and it is counted as reliable if it is more than 0.7. The perception of curriculum was relatively low in 2nd year students but higher in 3rd year students. The perception of educational atmosphere was relatively low in 4th year students but higher in 1st year students. CONCLUSION. The nursing school program is in same level. Students are satisfied with their academic self perception and perception of teachers. The result showed that 68.2% (209) of students consider positive aspect of educational environment (p<0.001). Students of all 4 school of MNUMS with same level of nursing school program are satisfied with their knowledge, clinical skills and educational atmosphere among the students. Dornogobi school students’ 65% assessed perception of teacher as “model instruction”.

BACKGROUND: To highlight from the varies researches, made by global scientists, about principle for students’ studying procedure, that students get enough information from the environment, habitation, media of communication before they run into school. It’s very important that students’ occupied knowledge and practice should be based on their daily life, associated with their future job, real requirement, and interest. The learner should be not only a knowledge owner, but also a knowledge creator to have a self-educated skill based on an activity. Most medical students encounter with high pressure in their first school year, and it has a high risk to drop their school at their first year, such as in Scotland 9.9% (Scotsman, 2010), in Australia 33% (Hinde, 2008) in Southern Africa 40% (Macgregor, 2007). We chose this article in our research to study the psychology of the premedical training students and to determine if it has the relevance with educational achievement. METHODS: The research has done with instant analytical research paper sample, and got a standard survey about adaptation and psychological changes in the 1st course of premedical training of medical school. After identifying the normal distribution of variables, we considered the differences between indexes with percent variables with Chi-Square distribution method, and differences between averages with T-Test methods, and also it could have true probability statistic if the meaning of “p” reaches less than 0.05. We have sum up the quality research data by their content groups. RESULT: The overall number of students, who has been involved in our survey, has reached 106 and from the ratio of genders and 1st, 2nd term’s GPA, we can analyze that without gender differences the students’ GPA has been improved in the 2nd term. The highest value of the students’ GPA was 1.47 and increased from C (2.49) mark to A (3.22) mark. The comparison of the 106 students’ valuation of their social adaptation by themselves in the first and second term, who has been involved in our survey, has shown that the highest value of the first term was 18.85, which the question was “How many times have you missed your class in last 2 weeks?” and the answer of the same question in the end of the second term has decreased to 1.11 average meaning, which shows that the students’ attitude for missing classes has decreased. The ratio of total number of students’ evaluation of social adaptation and 1st, 2nd term’s GPA, has been shown positive ratio of the GPA to the social adaptation, which was counted by Correlation formula. CONCLUSION: According to the students, who has involved in our study, have elevated their 2nd term GPA than 1st term, The adaptation of the students, who is studying in premedical training of the medical school, have been improving in the end of the school term, It’s giving a positive relevance between social adaptation and GPА of the students, who is studying in premedical training of the medical school.

BACKGROUND: Learning success is a success of study process. It reveals by how the individual effort, time management, task complement, self-development and self sdutying skills. The GPA is a measurable outcome of those skills above. A motivation is a behavior and psychological complex that affects the skills. Otherwise, it is a process that motivates person by the intrinsic or extrinsic effect to a particular goal. Every student has his own permanent study manners and learning skill. It depends directly by how he motivates himself. Such study is deficient, actually in medical students in Mongolia. Therefore, we aimed to study how motivation effects in medical students learning success. METHODS: The present study is accomplished among 3-6 grade students who study by a general doctor in Mongolian National University of Medical Science by analytical study method and cross-sectional design. 536 students wer selected randomly. John Biggs’s R-SPQ-2F- Revised study process questionnaire 2 factor and Rein Cornel’s SRQ (Self regulationquistionnaire) and additional 5 questions are used. For the data analysis, IBM SPSS 21.0, SPSS AMOS soft wares are used to evaluate the descriptive and analytic statistics. Statistically significant differences between the groups were defined as p-values less than 0.05. RESULTS: The total number of students in our research were 536, thereform 23.5% were male (126), 76.5% were female (410) students. Highly GPA students engrained their own study technique because the variable of DS (p<0.01) is positively dependent with the GPA. Whereas the slight motivation (SM) is negativele correlated (p<0.001) with the GPA, therefore the variable of SM is less dependent. The Relactive approach motivation (RAM) is direct, positively dependent between good study strategy (GSS) and grade point average (GPA). Also, the positive learning methods (GSS) both are positively dependent for learning-succession. Although, it is enamored that good study strategy (GSS) are highly indication compared to other variables. Otherwise, GSS is more effective for learning-succession than a grade point average (GPA). If the students can own the right learning skill themselves, they will increase the learning-succession. CONCLUSION: Relative Autonomous Motivation is positively affects through good study strategy and learning success. Intrinsic motivation is more effective than other variables..