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© Д. АМАРСАЙХАН, Д. ОТГОНБАЯР, Ч. ЧИНЗОНГ, Ц. ЛХАГВАСУРЭН — 2010
ТЕНДЕНЦИИ В МОНГОЛЬСКОМ МЕДИЦИНСКОМ ОБРАЗОВАНИИ
Д. Амарсайхан, Д. Отгонбаяр, Ч. Чинзонг, Ц. Лхагвасурэн (Монгольский государственный медицинский университет (Улан-Батор, Монголия)
Резюме. Представлен очерк истории медицинского образования в Монголии. Представлены перспективы развития медицинского образования. Цель образования состоит в том, чтобы составить основную совокупность знаний (наука о нормальных и патологических изменениях в организме человека, клинической эпидемиологии, клинических признаках и синдромах, знания систем здравоохранения) и обеспечить навыки для использования знаний в клинической практике.
Ключевые слова: медицинское образование, Монголия, история, перспективы.
TRENDS IN MONGOLIAN MEDICAL EDUCATION
D. Amarsaikhan, D. Otgonbayar, Ch. Chinzorig, Ts. Lkhagvasuren (Health Sciences University Of Mongolia)
Summary. The sketch of history of medical education is presented to Mongolia. Prospects of development of medical education are presented. The formation purpose consists in making the basic set of knowledge (a science about normal and pathological changes in a human body, clinical эпидемиологии, clinical signs and syndromes, knowledge of systems of public health services) and to provide skills for use of knowledge in clinical practice.
Key words: medical education, Mongolia, history, prospects.
The Development of Mongolian medical education system could be divided into 5 periods of time: 1. B.C 209 year: Hunnu; 2. 1578-1921 year: the foundation period of “Mamba Datsan” medical school; 3.1921-1942 year: the foundation period of modern medical education; 4. 19421990 year: the development of national system of medical education; and 5. 21st century: incorporation period to international system of medical education.
The knowledge of healing art which was based on observation developed during the neolith period when the first diagnosis tools were found and were used in healing the nomadic lifestyle related diseases until B.C 209. The first Manba Datsan was established in 1681 in Bayankhongor province.
The Revolutionist party implemented a policy to combine Tibetan and European medicine during 1921-1930, and gradually eliminated the traditional medicine which had long history. This was the basis of contemporary medicine development. The first Medical University was established in 1942 as Department of National University of Mongolia, which is now Health Sciences University of Mongolia. This abstract discusses present medical educational system to Traditional and Socialist system of period.
In the era of globalization and transformation, the trends and policies of the study of medical science education in
the world are changing. Mongolia has been making a series of reforms in the curricula, program and standards of the national medical education in consideration with national interest; it’s uniqueness of traditional education, social demands, current situation and global trends in development of the medical education. Since 1995, Health Science University of Mongolia has evaluated its curriculum and program. The new curriculum is problem based and general practice oriented. In 1995 the Tempus Tasis project started, supporting the Medical University in Mongolia in developing a new undergraduate block curriculum. The present medical educational system is based on social needs, prefers preventive medicine more than therapy and has integrated curriculum, which is effective in promoting knowledge, clinical skills and attitude for general practitioners. Similar changes took place in many countries (Canada, The Netherlands, Amsterdam, Groningen, Australia, and London-Manchester).
The purpose of medical training is to educate medical students to be able to function as general practitioners/ family doctors. The aim of the education is to constitute a common, basic body of knowledge (science of normal and abnormal functions of the human body and mind, clinical epidemiology, clinical symptoms and syndromes, knowledge of health care systems) and provide skills to integrate this body of knowledge in clinical practice.
Информация об авторах: e-mail: [email protected]
© БОЛОРСАЙХАН О., ЦЭДЕН П. — 2010
ИССЛЕДОВАНИЕ СТЕПЕНИ УДОВЛЕТВОРЕННОСТИ СТУДЕНТОВ В МОНГОЛЬСКОМ МЕДИЦИНСКОМ УНИВЕРСИТЕТЕ
О. Болорсайхан, П. Цэден (Монгольский государственный университет, Улан-Батор, Монголия)
Резюме. Реформа и распространение новшеств в высшем образовании Монголии есть насущная необходимость, направленная на улучшение качества университетского образования, научных исследований и профессиональной деятельности. Основанный на внешней и внутренней оценке контроль качества в высшем образовании важен для принятия управленческих решений в образовании.
Ключевые слова: высшее образование, Монголия, качество.
STUDENT SATISFACTION SURVEY AT HEALTH SCIENCES UNIVERSITY OF MONGOLIA
O. Bolorsaikhan, P. Tseden (Health Sciences University of Mongolia)
Summary. As the reform and innovation spreads through higher education of Mongolia, there is an urgent need to improve the quality of performance of the universities training, research, and professional activities. Based on the external and internal evaluation the quality control in higher education is essential to take part into the management of education. Key words: higher education, Mongolia, quality.
Necessary factors influence on quality of training. To increase the income and disseminate the education effectively, the following factors are the most important:
— Good quality student,
— Teaching and learning activities, guideline and suggestions on teachers responsibility,
— Quality assured infrastructure and required environment.
For this purpose the stakeholders (user)’s assessment needs to be done.
Student centered user’s assessment (Gale, 1994) is identified as below.
User’s assessment= products quality, service quality, image, ratio/expense
For assessment we need the good quality methodology which needs to develop and create the following items:
— Human resource (knowledge, ability, possibility, and competence)
— Data base, IT technology, system, and network
— Institutions culture, evaluation, teamwork and adjustability
Goal: To identify the quality of teaching and further approaches to improve through surveying the students reaction of the Health Sciences University of Mongolia
Objectives:
1. Survey the students reaction for the year of 2008 and 2009.
2. To study the student assessment of teaching quality
3. To determine the issues to consider
The students’ reaction questionnaire includes open and closed questions for evaluating the training curriculum explored students’ opinions which could inform to the university administrators about the related information on monitoring the current training programme, identifying and predicting the rapidly changing needs, precisely measuring and identifying the necessary approaches and methods.
Therefore the European, American, and Asian universities have developed the strategy to improve their quality further to increase their self competence.
Materials and methodology
This cross sectional study evaluated the performance of the teaching for the year of 2008 and 2009 with SERVQUAL questionnaire and the result has processed with SPSS 12.0.
Result and discussion
SERVQUAL questionnaire was conducted among students in school year of 2007 to 2008 and 2008 to 2009
Evaluation report of HSUM schools educaion in year of 2008 and 2009
ЭЗС БАС АУС НАСС УАС НЭМС CC
in each specialty exploring students’ reaction for teaching. In 2008 total of 565 students enrolled of which 158 (28%) was male and 406 (72%) was female whereas in 2009 total of 735 students participated of which 125 (18.5%) was male and 554 (81.5%) was female respectively.
Under the question “How do you evaluate the HSUM education?” 70% of the students answered as good and showed the increased rate by 4.2% from
2008 to 2009.
The 91.3% and 91.4% of
the participants in 2008 and
2009 answered satisfactory and rest of the 8.6-8.7% evaluated unsatisfied.
As for the above graphics: Students reaction evaluation showed the increased rate by 8.6% at School of Economics increased, 31% at School of Bio Medicine, 13.2% at School of Medicine, 15.8% at School of Public Health whereas the satisfaction rate decreased by 22.4% from 61.8% at School of Dentistry and 38.7% (by 13.1% from 51.8%) at the School of Traditional Medicine which needs to consider beyond.
The question “Staff put a lot of time into commenting my works (orally and written)” was answered 58.6% as bad, 25.3% as average, 16.1% as good in 2008. But in 2009 the rate evaluated as bad decreased by 7.2% and the rate as average increased by 15.4% into 40.7%, and rate as good decreased by 8.2%. As seen above result the evaluation of average has increased while the good result has decreased.
Of total 732 participants, answered 7 different questions for the HSUM training quality, 45.7% evaluated that the quality of training is average and it shows the increased rate by 8.06% than previous year, but the good result has decreased by 8.12%.
As well as, we included the question on overall satisfaction of the training to check the above quality questions evaluation.
In 2008, 38.3% (below 40%) answered the overall
Evaluation of quality questions
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aaeia ittide ieeeae aaeia
Questions Strongly disagree Agree with some points Strongly agree
2008 2009 2008 2009 2008 2009
Teaching staff gave me suggestions and feedback for my growth 30.3 32.9 35.3 55.7 34.4 11.4
Teaching staff motivated students to do their best 51.0 30.4 31.2 57.4 17.7 12.1
Let enough time to review the lessons 49.3 25.0 26.9 42.6 32.8 32.4
Staff make real effort to understand my difficulties 67.0 50.8 25.3 42.7 7.8 6.4
Lecturers are extremely good at explaining things 22.9 11.7 42.0 63.4 35.1 24.9
Teaching staff works hard to make their subjects interesting 46.6 22.7 35.0 58.3 28.4 19.0
Staff put a lot of time into commenting my works (orally and written) 58.6 48.4 25.3 42.6 16.1 9.0
Total 46.5 31.7 37.64 45.7 24.6 16.46
How do you evaluate the HSUM education?
*^4*8
37.4 "'6
8.7 8,6
муу_________________________дунд_________________________сайи
Overall satisfaction of the training
63.9
38.3 37.3 I
■ 23.2 24,4
муу ДУНД сайн
satisfaction of the training is bad, while in 2009 40-70% of the participants responded as average which is increased by 26.6% than previous year and reached to 63.9%. But the students evaluated over 70% was 24.4% in 2008, they assessed below by 11.5% in 2009.
How beneficial of your summer internship?
As per above graphics, 36.5% of the students considered summer internship is bad in 2008, while in 2009 this rate has decreased by 12.9% and the answer of average has increased by 12.5%. And the good result was at the same rate as previous year. Thus the tendency to focus on the beneficial aspect of the summer internship in 2009 has increased comparing to 2008.
Conclusion:
1. The overall satisfaction rate of HSUM students was evaluated as above average and/or satisfactory.
2. The students evaluated that the quality of training is
How beneficial of your summer internship?
39.9 37 37.4
up to 70 % is 76.8% in 2009 which increased by 15.1% than previous year.
3. To establish a recommendation system to organize the summer internship as beneficial as possible and guide the students learning to complete the most successfully.
Discussion: The main participants of the training are students, parents, labor market and society. It is imperative to develop an evaluation to enroll all participants, however, the most importantly students, as the essential users, to obtain their knowledge, which is the main outcome indicator, and their usage is the final criteria.
Other participants’ evaluation depends on the students, the good outcome result influence on the other participants’ satisfaction status indirectly. The basis of quality assurance is students learning result. Thus the main participant is the student.
REFERENCE
1. Tumendemberel D., Jadamba B. Thoery and practice of the universities evaluation and assessment. — 2006.
2. Tumendemberel D., Khamsy G.Sh. Study methodology. — 2005.
3. Ministry of Education, Culture and Science of Mongolia, Monitoring and evaluation, quality control system of higher education institutions. — 2007.
4. Medical education
5. Aday L.A., Begley C.E., Lairson D.R., Slater C.H. Evaluating
the Medical Care System: Effectiveness, Efficiency, and Equity. — 1993.
6. EFQM Self-Assessment Guidelines, European Foundation for Quality Management. — Brussels, 2002. — Irkutsk: http:/www. EFQM.org.
7. Green D. What is quality in higher education? Concepts, policies and practice, in Green, D. (Ed), What is Quality in higher Education, The Society of Research into Higher Education, 1994. — P. 3-20.
© ШАЛИНА Т.И.., ГЛОБЕНКО Г.М. — 2010
ОСОБЕННОСТИ ПРЕПОДАВАНИЯ АНАТОМИИ ЧЕЛОВЕКА ДЛЯ ИНОСТРАННЫХ СТУДЕНТОВ
Т.И. Шалина., Г.М. Глобенко (Иркутский государственный медицинский университет, ректор д.м.н., профессор И.В. Малов, кафедра анатомии человека, зав. — д.м.н. Т.И. Шалина)
Резюме. Изучение строения тела человека для студентов первых курсов достаточно сложно, особенно для студентов иностранных.
Ключевые слова: анатомия человека, иностранные студенты
SPECIAL TEATURES OF THE HUMAN ANATOMY TEACHING FOR FOREIGN STUDENTS PARTICULIARITIES
T.I. Shalina, G.M. Globenko (Irkutsk State Medical University, Irkutsk, Russia)
Summary. Study of the human body structure for the first year students is enough difficult, specially for the foreign students.
Key words: human anatomy, foreign students.
Известно, что анатомия — фундаментальная дис- ской деятельности врача. Изучение строения человече-циплина в системе медицинского образования, так как ского тела и его отдельных систем и органов достаточно
она создает базу для последующего изучения клиниче- сложно для студентов первокурсников, тем более для
ских дисциплин. Целью изучения анатомии человека иностранных.
является приобретение каждым студентом глубоких Задачами изучения анатомии человека, как фунда-знаний по анатомии и топографии органов и тканей ментальной медицинской дисциплины являются:
человеческого тела в целом, составляющих его систем Изучить в процессе практический занятий и лекций
органов и тканей на основе современных достижений строение, функции и топографию органов, рассмотреть
макро- и микроскопической анатомии, физиологии, индивидуальные и возрастные особенности строения
биологии, с учетом требований клиники, практической организма, включая пренатальный период развития (ор-
медицины; умения использовать полученные знания ганогенез), анатомо-топографические взаимоотношения
при последующем изучении других фундаментальных органов, их рентгеновское изображение, варианты из-
и клинических дисциплин, а также будущей практиче- менчивости отдельных органов и пороки их развития.
