10. Ìîíãîëûí Àíàãààõ Óõààíû Áîëîâñðîëûí õîëáîîíû ñýòã¿¿ë
¹1 2007 îí 10
Abstract
The development of Medical education in Mongolia and
its perspectives
Dungerdorj D1
, Lkhagvasuren Ts1
, Enkhjargal N1
.
1
Health Sciences University of Mongolia,
dungerdorj@hsum.edu.mn
Medical education system was established from XYI century in Mongolia. It was changing and develop-
ing on social and national situation in the different periods.
Modern medical physicians and professions are prepared from 1930 year.
Results of the study indicated that the development period of Mongolian Medical Education has divided
following 3 stages.
• The first stage was until 1921 year – Mongolian medical education system improved both Buddha
religion.
• The second stage was from 1921 to 1990 year - Modern medical education system established and
developed.
• The third stage – Innovation of the new development is opened and made on Mongolian medical
education. So medical education system is developing and improving on the international level.
Mongolian medical schools and colleges have developed and changed own curriculum. Also we are
implementing and renovating our training and curriculum such as student centered, problem based, com-
munity based, elective, scientific, team worked and integrated.
All that innovations will enable us to achieve on Regional educational level in the future.
7. Curriculum TIPS. (2006). 3rd Asia Pacific Medical
Education Conference, NUS, Singapore, p.9-157.
8. Outcomes in Medical Education TIPS.(2007). 4th
Asia Pacific Medical Education Conference (AP-
MEC), NUS, Singapore, p.33-221.
9. Ðèí÷èíäîðæ Ö.(1966). Ìîíãîë óëñûí àíàãààõ
óõààíû äýýä ñóðãóóëü-ò¿¿õýí òîéì, Àíàãààõ
óõààíû äýýä ñóðãóóëèéí ýðäýì øèíæèëãýýíèé
áè÷èã, ¹1, õ.3-9.
10. Harden R.M.(2000). The Integration ladder: A Tool
for curriculum planning and evaluation. Medical
Education. p.551-557;
11. Harden R.M.(1994). Core and Options. World Sum-
mit on Medical Education. The Changing Medical
Profession. Medical Education, 28, Supplement 1,
p.112-113
12. Õîðüäóãààð çóóíû Ìîíãîëä àíàãààõ óõààí
õºãæñºí ò¿¿õèéí òîâ÷îîí, (2001), åðºíõèé
ðåäàêòîð Àêàäåìè÷, äîêòîð, ïðîôåññîð
Ï.Íÿìäàâàà, ÓÁ., õ.5-60.
12. Ìîíãîëûí Àíàãààõ Óõààíû Áîëîâñðîëûí õîëáîîíû ñýòã¿¿ë
¹1 2007 îí 12
Äýýðõ àíàãààõ óõààíû áîëîâñðîë îëãîäîã 11 îðíû
34 ñóðãóóëèàñ 30 íü (82.2% ) äýëõèéí àíàãààõ óõààíû
ñóðãóóëèéí ëàâëàõàä á¿ðòãýëòýé áóñàä á¿ðòãýëã¿é
áàéíà. Ìîíãîë óëñàä àíàãààõ óõààíû áîëîâñðîë
îëãîäîã íèéò 10 ñóðãóóëèàñ îäîîãîîð á¿ðòã¿¿ëýýã¿é
áàéãàà áºãººä ÝÌØÓÈÑ (Foundation for advance-
ment of International Medical Education and Research)
á¿ðòãýëòýé áºãººä öààøèä Á¿ñèéí ñóðãóóëèóäûí
ëàâëàãàà íîìîíä á¿ðòã¿¿ëýõýýð áýëòãýæ áàéíà.
Ñóäàëãààíû õýñýã 1. Áîëîâñðîëûí
¿éë÷èëãýý
Áîëîâñðîëûí ¿éë÷èëãýý íü òºðèéí áîëîí õóâèéí
ãýñýí 2 õýâ øèíæòýé.
Ñóäàëãààíä õàìðàãäñàí ñóðãóóëèéí 56% íü
óëñûí 46% íü õóâèéí õýâøëèéí ñóðãóóëü áàéíà.
Ìîíãîëä àíàãààõ óõààíû áîëîâñðîë îëãîäîã
ñóðãóóëèàñ ¿íäýñíèé õýìæýýíèé èõ ñóðãóóëü 1,
ñóâèëàõóéí áîëîâñðîë îëãîäîã ñóðãóóëü 4 (50%),
õóâèéí õýâøëèéí ñóðãóóëü 5 (50%) áàéíà.
Ìàëàéç, Ôèëëèïèí. Ñèíãàïóð ñóðãàëòûã àíãëè
õýë äýýð, Èíäîíåç, Ëîàñ, Âüåòíàì, Òàéëàíä, Ìîíãîë
çýðýã îðíóóä ¿íäýñíèé õýë äýýð ñóðãàëò ÿâóóëäàã.
Äýëõèéí ºíäºð õºãæèëòýé îðîíòîé õàìòàðñàí
ñóðãàëòûã Ôèëëèïèí ÿâóóëäàã áºãººä Êåìáðèæèéí À
ò¿âøèíãèéí ñåðòèôèêàò îëãîäîã. Ñ¿¿ëèéí æèë¿¿äýä
àíãëè õýë äýýð ñóðãàëòûã ÿâóóëàõ òàë äýýð èë¿¿
àíõààð÷ áàéãàà áºãººä ¿íäýñíèé õýë, àíãëè õýë
äýýð õîñëóóëàí ñóðãàëò ÿâóóëæ áàéãàà îðíû òîî
íýìýãäýæ áàéíà.
Îþóòíû õ¿éñíû õàðüöààã àâààä ¿çýõýä 25
ñóðãóóëüä (68% ) ýìýãòýé÷¿¿ä äàâàìãàéëñàí áàéäàã
áîë 4 ñóðãóóëü (16%) ýðýãòýé÷¿¿ä äàâàìãàé, 5
ñóðãóóëü (25%) ýð, ýì õ¿éñ òýíö¿¿ áàéíà.
ÝÌØÓÈÑ-èéí îþóòíóóäûí õ¿éñíû õàðüöàà
72:28 (Îþóòíû àëáàíû ãàðãàñàí ñòàòèñòèê 2007)
ýìýãòýé÷¿¿ä äàâàìãàéëæ áàéíà.
Ñóäàëãààíû õýñýã 2. Ñóðãàõ áîëîí ñóðàõ
¿éë ÿâö
Áîëîâñðîëûí ¿éë÷èëãýý ¿ç¿¿ëäýã ñóðãóóëèóä íü
ñóðãàëòûí ¿éë ÿâöûã óëàìæëàëò, àñóóäàëä ñóóðèëñàí,
¿íäñýí óð ÷àäâàðò ñóóðèëñàí, äàäëàãàä ñóóðèëñàí,
íýãäìýë (J.Khiggch, Kh.Edvards 1999 ) ãýñýí 5 ¿íäñýí
àðãààð ÿâóóëæ áàéíà. Äèäàêòèê ëåêö óíøèõ íü
áàãàñàæ àñóóäàë äýâø¿¿ëýí øèéäâýðëýõ ñóðãàëòûí
¿éë ÿâö äàâàìãàéëæ áàéíà.
Starting 2004, the full implementation of the
INTARMED(integrated art medicine) program will be
in place. Next year courses will be fully integrated.
Profile of University of Philippines, College of
Medicine Philippines
Ýíý õýñãèéí ñóäàëãààã äàðààõ ¿ç¿¿ëýëòýýð
õàðüöóóëëàà.¯¿íä:
2.1.Àñóóäàëä ñóóðèëñàí ñóðãàëò (PBL)
Ñóäàëãààíä àâñàí îðíóóäûí 50% ( 15 ñóðãóóëü)
ñóðãàëòàíäàà PBL á¿ðýí õýðýãæ¿¿ëñýí, 10 ñóðãóóëü
áóþó 30 % íü ñóðãàëòàíäàà õýðýãæ¿¿ëæ ýõëýýä
áàéãàà, öººí òîîíû ñóðãóóëü íü (20%) îäîî
PBL õºòºëáºðèéã áîëîâñðóóëàí ñóðãàëòàíäàà
õýðýãæ¿¿ëæ áàéíà. Ìàíàéä ýìíýëç¿éí ñóðãàëòûí
60% PBL áàéíà.
College strongly advocates shift towards a PBL
curriculum, in the very near future. At the moment the
college is in initial preparatory stage for the eventual
adoption of the PBL curriculum.
Profile of Cagayan State University, College of
Medicine Philippines
2.2.Ýìíýëç¿éí ñóðãàëò
Ýìíýëç¿éí ñóðãàëòûã óëàìæëàëò àðãààð
ÿâóóëàõàä áýðøýýëòýé áîëñîí áºãººä îþóòàí
ýìíýëýã äýýð äàäëàãà õèéõ áîëîìæ áàãàñàæ áàéíà.
Ñóäàëãààíä õàìðàãäñàí ñóðãóóëèóäûí 12 (40%) íü
êëèíèêèéí ºìíºõ ñóðãàëòûã àìæèëòòàé çîõèîí
áàéãóóëäàã áºãººä ýìíýëç¿éí ñóðãàëò èõ ñóðãóóëèéí
õàðüÿà ýìíýëã¿¿ä äýýð ÿâàãääàã. Îäîî ýìíýëç¿éí
ñóðãàëò íü íèéãìèéí ýð¿¿ë ìýíäèéí òºâ¿¿ä, åðºíõèé
ìýðãýæëèéí ýì÷ àæèëëàäàã ýìíýëã¿¿ä (ºðõèéí
ýìíýëýã), õîñïèñ äýýð ÿâàãäàæ áàéíà. ÝÌØÓÈÑ- íü
ýìíýëç¿éí õè÷ýýëèéã II äàìæààíààñ ýõëýí êëèíèêèéí
ºìíºõ, ýìíýëç¿éí õàðèëöààíû óð ÷àäâàð, õóóëü
ýðõç¿éí ¿íäýñ çýðýã õè÷ýýë îðäîã áºãººä óð ÷àäâàðò
ñóóðèëñàí øóãàìàí ñóðãàëò, ºâ÷òºíä ñóóðèëñàí
äàäëàãàæèã÷ ýì÷èéí ñóðãàëòûã ä¿¿ðýã, ºðõèéí
ýìíýëã¿¿äýä ÿâóóëæ áàéíà.
Early patient exposure starts from Year I through
an innovative program known as Physician Develop-
ment Program (PDP). During PDP, students come
into direct patient contact in eight clinical sessions,
two hours each, that take place on Saturdays. The
objectives of PDP are to:
• Develop a holistic view of medicine
• Cultivate qualities of humanism and compassion
• Learn effective communication skills
• Develop a good foundation in basic sciences and
apply those principles to clinical science
Profile of National University of Singapore
2.3. Õàðèëöàà,ýð¿¿ë ìýíäèéí õóóëü, ñóäàëãààíû
àðãàç¿é
Ñóäàëãààíä õàìðàãäñàí ñóðãóóëèóäûí 90% íü
ñóðãàëòûí òºëºâëºãººí人 ýð¿¿ë ìýíäèéí õóóëü,
áèîàíàãààõûí ¸ñç¿éí àñóóäëûã òóñãàñàí áàéõààñ
ãàäíà îþóòíóóäûí äóíä íèéãýìä ÷èãëýñýí àæëûã
íýëýýä ºðãºí öàð õ¿ðýýòýé çîõèîí áàéãóóëæ áàéíà.
ÝÌØÓÈÑ –èéí àíàãààõûí ñàëáàðûí øèíý÷èëñýí
13. Ìîíãîëûí Àíàãààõ Óõààíû Áîëîâñðîëûí õîëáîîíû ñýòã¿¿ë
¹1 2007 îí13
ñóðãàëòûí òºëºâëºãººãººð II äàìæààíààñ ýõëýí
ýìíýëç¿éí õàðèëöààíû óð ÷àäâàð, àíàãààõûí áîëîí
áèîàíàãààõûí ¸ñ ç¿é, ñóäàëãààíû àðãà ç¿é (block
VII research methodology), ýð¿¿ë ìýíäèéí õóóëèóä
õè÷ýýëèéã ñóðàëöàã÷äàä çààæ áàéíà.
A patient (under the care of a staff member) and
his family are assigned to a pair of students in year
I, and this bond will continue for five years until they
graduate. This module exposes the students to a par-
ticular patient, his family and the community around
him and it is intended to improve communication skills
and also addresses issues on behavior and attitude.
Introduction of patient contact in the 1st year increases
motivation into the learning and application of the
scientific basis of medicine in context of the patient,
family and community. Through this association they
will experience and to some extent, be exposed to the
practice of medical ethics, psychological and social
aspects of health and illness communication skills and
management skills.
Profile of University of Malaya Malaysia
2.4.Ñîíãîí ñóðàëöàõ , áèå äààëò
Ñóäàëãààíä õàìðàãäñàí ñóðãóóëèàñ 14 áóþó
46% íü ñóðãàëòûí òºëºâëºãººíä ñîíãîí ñóðàëöàõ
áîëîí áèå äààëòûã òóñãàñàí. Áóñàä ñóðãóóëü íü
àíàãààõûí áóñ áîëîí ýìíýëç¿éí áóñ õè÷ýýë¿¿äýýð
ñîíãîí ñóðàëöàõ áèå äààëòûã çîõèîí áàéãóóëäàã.
Áèäíèé ñóðãàëòûí òºëºâëºãººíèé 10-15 % íü
ñîíãîí ñóðàëöàõààð òºëºâëºãäñºí áàéäàã öààøèä
ñîíãîí ñóðàëöàõ, áèå äààëòûã íýìýãä¿¿ëýõ áîäëîãî
áàðèíà.
Student have dedicated time for project and re-
search work in herbal medicine, community action,
and behavioral science research.
Profile of Mindanao State University Philippines
2.5. Ñóäàëãààíû áîëîí òºñºëò àæèë
Ñ¿¿ëèéí ¿åä àíàãààõûí áîëîâñðîë îëãîæ áàéãàà
ñóðãóóëèóä ñóäàëãààíû àæèë õèéõ, îþóòíóóä ººðñ人
òºñºë áè÷èõ àðãàä ñóðàëöàõ ìºí òºñºëò àæèëä
îþóòíóóäûã ºðãºí õýìæýýãýýð òàòàõ îðîëöóóëàõàä
àíõààð÷ áàéíà. Ñóäàëãààíû ä¿íãýýñ 21 ñóðãóóëü
(70%) ñóðãàëòûí õºòºëáºðò ñóäàëãààíû àæèë õèéõ,
òºñºë áè÷èæ õýðýãæ¿¿ëýõ òàëààð òóñãàñàí.
Îþóòíóóä ñóäàëãààíû àæèë õèéõ, òºñºëä îðîëöîõ
òàëààð ÝÌØÓÈÑ –èéí ñóðãàëòûí òºëºâëºãºº,
õºòºëáºð ñòàíäàðòàíä àëáàí ¸ñîîð òóñãàãäààã¿é
îþóòíû 10 êëóá, 23 íèéãýìëýã ñóðãàëò, ýðäýì
øèíæèëãýý, ìýðãýæëèéí ÷èãëýëýýð áèå äààæ ¿éë
àæèëëàãàà ÿâóóëæ áàéíà. Íèéò ñóðàëöàã÷äûí 13.3 %
íü ýðäýì øèíæèëãýýíèé àæèë, 1.3% õóâü íü òºñºëò
àæèëä îðîëöîæ áàéíà(Ñòàòèñòèê ìýäýý, Îþóòíû
àëáà2006).
The (Quality Assurance) project is carried out in
a group of a maximum of five students in a hospital of
their choice and a research report handed in the end
of the five-week period. The QA project is aimed at
introducing the students to QA carried out in NUKM
(hospital University Kebangsaan Malaysia ) and an
example of a study is The waiting time Radiology
Clinic or maybe in the Surgery clinic. Both types of
projects are conducted with the supervision of faculty
members.
Profile of University Kebangsaan Malaysia
2.6.Êîìïüþòåð, èíòåðíýò
Ñóðãàëòûí òåõíîëîãèéí íýã äýâøèë íü ìýäýýëýë
òåõíîëîãèéã ñóðãàëòàíä àøèãëàõ (e-education)
òàëààð Ñèíãàïóð, Ìàëàéç Ôèëëèïèí, Òàéëàíä
çýðýã îðíóóä ìàø èõ òóðøëàãà õóðèìòëóóëñàí.
Êîìïüþòåðèéí áîëîí èíòåðíýòýýð ñóðàëöàõ
çàéí ñóðãàëòûã òºãñºëòèéí äàðààõ ñóðãàëòàíä
àìæèëòòàé õýðýãæ¿¿ëæ áàéíà. ÝÌØÓÈÑ íü
ñóðãàëòûí òºëºâëºãººíä òóñãàãäñàíû äàãóó 1-ð
äàìæààíä ìýäýýëýëç¿éí õè÷ýýë îðäîã ÷ õýðýãëýýíèé
ò¿âøèíãèéí ìýäëýãèéã õàíãàëòòàé ýçýìøèõýä ó÷èð
äóòàãäàëòàé.
2.7. Áàãø õºãæ¿¿ëýõ áîëîí ñóðãàõ, áàãøëàõ
àðãàç¿é
Ñóäàëãààíä õàìðàãäñàí ñóðãóóëèóäûí 90%
íü áàãø õºãæ¿¿ëýõ òóñãàé ïðîãðàììòàé. Áàãø
õºãæ¿¿ëýõ ÷èãëýëýýð îëîí óëñûí áàéãóóëëàãóóäòàé
õàìòðàí àæèëëàäàã. Òóõàéëâàë ÄÝÌÁ, Education
Commission for Foreign Medical Graduates(ECFMG),
China Medical Board, and Foundation for Interna-
tional Medical Education and Research (FAIMER)
çýðýã áàéãóóëëàãóóäàä àíàãààõ óõààíû áîëîâñðîë
ñóäëàëûí ÷èãëýëýýð ìýðãýø¿¿ëäýã.Àâñòðàëèéí
ªìíºä Óýëüñèéí èõ ñóðãóóëü, Ôèëëèïèíû ¿íäýñíèé
áàãø õºãæ¿¿ëýõ òºâ, ×èêàãî èõ ñóðãóóëü, Ä¿íäýý èõ
ñóðãóóëèóäàä àíàãààõ óõààíû áîëîâñðîë ñóäëàëûí
÷èãëýëýýð ìýäëýã ìýðãýæëýý äýýøë¿¿ëæ áàéíà.
ÝÌØÓÈÑ-èàñ FAIMER –ä 6, ECFMG –ä 1 áàãø
àíàãààõ óõààíû áîëîâñðîë ñóäëàëûí ÷èãëýëýýð
ìýðãýøñýí, Àâñòðàëèéí èõ ñóðãóóëèóäàä 10 ãàðóé
áàãø áîãèíî õóãàöààíû ìýðãýæèë äýýøë¿¿ëñýí.
Ñóäàëãààíû õýñýã 3. Îþóòíû ¿íýëãýý
Îþóòíû ¿íýëãýýíä ñóììàòèâ áîëîí ôîðìàòèâ
¿íýëãýýíèé àðãóóäûã ºðãºí õýðýãëýäýã áºãººä
¿íýëãýýíä ¿ç¿¿ëäýã ñóáúåêòèâ íºëºº ãýæ áàéõã¿é.
Seven of our teaching faculty completed formal
training in teaching methodology. One of them un-
derwent training (Master in medical education) in
university of Sydney, Australia. Two of them under-
went the Diploma In Medical Education (Curriculum
Design and School Governance) in the USA under
14. Ìîíãîëûí Àíàãààõ Óõààíû Áîëîâñðîëûí õîëáîîíû ñýòã¿¿ë
¹1 2007 îí 14
the fellowship of education Commission for Foreign
Medical Graduate (ECFMG). Two of them underwent
the Diploma In Medical Education in Chulalongkorn
University (Bangkok, Thailand) under support from Word
Health Organization. Three of them under went short
training courses in Medical education in Chulalongkorn
University under support from China Medical Board,
New York, USA. We also occasionally organize short
courses in Medical Education such pedagogy, clinical
teaching, PBL, student evaluation OSCE etc.
Profile of faculty of Medical Sciences,
National University of Laos
Îþóòíû ¿íýëãýýíä õýðýãëýæ áàéãàà àðãóóäûã
õàðüöóóëñàí ä¿íã õ¿ñíýãòýýð ¿ç¿¿ëýâ (õ¿ñíýãò1).
Õ¿ñíýãò 1
Îþóòíû ¿íýëãýýíèé õýëáýð¿¿ä
Ä.ä
¯íýëãýýíèé
õýëáýð¿¿ä
Íèéò ýçëýõ
õóâü
(29
ñóðãóóëü)
ÝÌØÓÈÑ
(43 òýíõèì)
1
Îëîí ñîíãîëòîò
ñîðèë
29 (100%) 43 (100%)
2 Òîõèðóóëàí îíîîõ 16 (55%) 38 (88.3%)
3 Ýññý 20 (68%) 23(53.5%)
4 ªâ÷òíèé ìåíåæìåíò 16 (55%) 20 (46.5%)
5 Àìàí øàëãàëò 25(89%) 12 (27.9%)
6 ÒÇÝØ (OSCE) 22(76%) 19 (44.2%)
7 Ñòàíäàðò ºâ÷òºí 12(41%) 18 (41.8%)
8 Portfolia 9(31%) Ýõëýë òºäèé
9 ªºðèéí ¿íýëãýý 15(51%)
21( 48.8%)
ÿâöàä
10 Peer assessment 14(48) 24(55.8%)
ÝÌØÓÈÑ ¿íýëãýýíèé ¿íäñýí 5 õýëáýðèéã
ñóðãàëòàíä õýðýãëýæ áàéíà. ¯¿íä àìààð, áè÷ãýýð,
ýññå, òºëºâëºãäñºí çîðèëãîòîé ýìíýëç¿éí øàëãàëò,
ñîðèëîîð îþóòíû ìýäëýã ÷àäâàðûã ¿íýëæ áàéíà.
Assessment procedures and assessment instrument
employed for each method are:
1. Written Assessment (MCQ, SRO, EMIS, report
long essay question)
2. Assessment in Simulated Situation (OSCE, OS-
LER, oral examination)
3. Performance Assessment Using Portfolio
Assessment instruments above will be chosen for
formative assessment end –of-course assessment and
comprehensive assessment to ensure that students
achieve course , year, phase and exit outcomes.
Profile of Rangsit University
Medical school Thailand
Ñóäàëãààíû õýñýã4. Ñóðãàëòûí
òºëºâëºãºº
Ñóäëàãààíä õàìðàãäñàí ñóðãóóëèóäûí Ñóðãàëòûí
òºëºâëºãººã ñóðãàëòûí àëáà íü (Dean, Associate
Dean, Assistant Dean, Chairman of Curriculum Com-
mittee, Director of medical educationand so .on )
íèéãìéèí õýðýãöýý øààðäëàãàíä íèéö¿¿ëýí òºëºâëºõ
áîëîâñðóóëàõ, õýðýãæ¿¿ëýõ, õÿíàõ ¿¿ðýãòýé áàéäàã.
Çàðèì îðíóóä òóõàéëâàë Èíäîíåç, Ëàîñ çýðýã
îðíóóäàä ñóðãàëòûí òºëºâëºãººã ÝÌß íü áàòàëäàã
òîãòîëöîîòîé áàéíà.
ÝÌØÓÈÑíü2000îíîîññóðãàëòûíòºëºâëºãººíä
øèíý÷ëýë õèéæ íýãäìýë, óÿí õàòàí ñóðãàëòûí
òºëºâëºãººã õýðýãæ¿¿ëæ áàéíà.
Undergraduate medical curriculum design: Since
1995, Health Science University of Mongolia has
evaluated its curriculum and program, from 2000 in
developing a new undergraduate block curriculum.
Health Science University of Mongolia
Ñóäàëãààíû õýñýã 5. Ñóðãàëòûí àëáàíû
á¿òýö
Ñóäàëãààíä õàìðàãäñàí ñóðãóóëèéí 29 íü
áóþó 72% ñóðãàëòûí àëáàíû á¿òýö íü èæèë. 1971
îíä Òàéëàíäûí Ðàìàáîäè ýìíýëýã, Ìàõèäîë,
×óëàëîíãêîíûí èõ ñóðãóóëüä ñóðãàëòûí àëáà
áàéãóóëàãäñàí. Áóñàä ñóðãóóëèéí ñóðãàëòûí àëáà
1990-èàä îíîîñ ýõëýí áàéãóóëàãäñàí. ÝÌØÓÈÑ-
èéí ñóðãàëòûí àëáà 1993 îíä áàéãóóëàãäñàí, îäîî
ñóðãàëòûí áîäëîãî áîëîâñðóóëàõ, õýðýãæ¿¿ëýõ, õÿíàëò
òàâèõ ÷èãëýëýýð ¿éë àæèëëàãàà ÿâóóëæ áàéíà.
The Division is staffed by one full-time Director,
one full time Deputy Director, one head of registra-
tion unit, one head of student evaluation unit, and four
staff members.
Profile of Faculty of Medical Sciences, national
University of Laos
Ñóäàëãààíû õýñýã 6. Ñóðãàëòûí
ñàíõ¿¿æèëò
Ñóðãàëòûí õºòºëáºðèéí ñàíõ¿¿æèëò íü óëñûí,
õóâèéí ãýñýí ñàíõ¿¿ãèéí ýõ ¿¿ñãýâýðýýð ñàíõ¿¿æäýã.
Óëñûí ñóðãóóëèóä çàñãèéí ãàçðûí äýìæëýãòýéãýýð,
õóâèéã ñóðãóóëèóä îþóòíû ñóðãàëòûí òºëáºðººð ¿éë
àæèëëàãààãàà ÿâóóëäàã áàéíà Cóäàëãààíû ä¿íãýýñ
16 ñóðãóóëü (57%) çàñãèéí ãàçðààñ ñàíõ¿¿æäýã,
12 ñóðãóóëü (43%) îþóòíû òºëáºðººð íü áóñàä íü
õàìòûí àæèëëàãààòàé îëîí íèéòèéí áàéãóóëëàãààñ
ñàíõ¿¿æäýã áàéíà.
Mîíãîë óëñàä òºðèéí ºì÷èéí ñóðãóóëü íü
òºðèéí ñàíãààð äàìæèæ ñàíõ¿¿æèæ çàñãèéí ãàçðààñ
15. Ìîíãîëûí Àíàãààõ Óõààíû Áîëîâñðîëûí õîëáîîíû ñýòã¿¿ë
¹1 2007 îí15
ÿìàð íýãýí ñàíõ¿¿ãèéí äýìæëýã àâäàãã¿é, îþóòíû
ñóðãàëòûí òºëáºð áîëîí áóñàä îðëîãûí õýëáýðýýð
ñàíõ¿¿æèæ ñóðãàëòûí ¿éë àæèëëàãààãàà ÿâóóëäàã.
Student Parents Association contributes a signifi-
cant part of the educational programs (more 75%). In
the last two years, Student Parent Association supported
100% of the expenses of innovative programs such as
PBL and skill laboratory.
Profile of University of Airlangga Indonesia
Ñóäàëãààíû õýñýã7. Áàãøèéí çààõ
àðãàç¿éí ¿íýëãýý
Ñóäàëãààíä õàìðàãäñàí Àíàãààõûí ñóðãóóëèóä
äýìæèõ øàëãóóð ¿ç¿¿ëýëòèéí á¿ðýëäýõ¿¿íèé íýã íü
(promotion criteria ) áàãøèéí çààõ àðãàç¿é ãýæ ¿çæýý.
Øàëãóóð ¿ç¿¿ëýëòèéí ìýäýýëýëèéã îþóòíû ýðãýõ
õîëáîî, áàãøëàõ ¿éë àæèëëàãààíä îðîëöñîí áàéäàë,
õºòºëáºðèéí ¿íýëãýý, òýíõìèéí áîëîí ñóðãàëòûí
àëáàíû ¿íýëãýýíä òóëãóóðëàí áàãøèéí çààõ àðãà ç¿éã
¿íýëäýã áàéíà. ÝÌØÓÈÑ öààøèä áàãøèéí õàâòàñ,
õè÷ýýëèéí ôàéëûí á¿ðä¿¿ëýëòèéã íýãìýë áàéäëààð
áèé áîëãîñîí.
Ñóäàëãààíû õýñýã 8. Ñóðãàëòûí
òºëºâëºãººã øèíý÷ëýõ ¿éë ÿâö
Ñóðãàëòûí òºëºâëºãººã øèíý÷ëýõ ¿éë ÿâö íü
Àçèéí ñóðãóóëèóäàä íýëýýä õóðäàöòàé ÿâàãäàæ
áàéãàà. Ñóðãàëòûí òºëºâëºãººíèé øèíý÷ëýë òóõàéí
ñóðãóóëèéí ýðõýì, çîðèëãî, ò¿¿íèéã õýðýãæ¿¿ëýõ
ñòðàòåãè çîðèëòòîé (visson and mission) øóóä
õîëáîîòîé. Ñóäëàãààíû ä¿íãýýñ 27 ñóðãóóëü
ººðñäèéí äýâø¿¿ëñýí 5 æèëèéí ñòðàòåãè çîðèëòòîé
õîëáîîòîé ¿íýëãýý õèéæ ñóðãàëòûí òºëºâëºãººãºº
øèíý÷èëæ áàéãàà ãýæ õàðèóëæýý. Çàðèì ñóðãóóëü
ÄÝÌÁ-ûí äýâø¿¿ëñýí 5 îäòîé ýì÷ áýëòãýõ, çàðèì íü
òóõàéí îðíû ¿íäýñíèé õýðýãöýýã ¿íäýñëýí øèíý÷èëæ
áàéíà ãýæýý.
ÝÌØÓÈÑíü1994-1995îíäóëàìæëàëòñóðãàëòûí
òºëºâëºãººí人 ¿íýëãýý õèéæ 1996-1997 îíû
õè÷ýýëèéí æèëä àíàãààõûí ñàëáàðûã øèíý÷èëñýí
ñóðãàëòûí òºëºâëºãººð õè÷ýýëë¿¿ëæ áàéíà. Öààøèä
ñóðãàëòûí òºëºâëºãººíèé ¿íýëãýýíèé áàã òîãòìîë
àæèëëàõ øààðëàãàòàé.
We have constant review of our educational pro-
gram with several self-studies undertaken. One of the
most extensive was a self-assessment following the U.S.
liaison committee of Medical Education Guide to the
Institutional Self-Study in 1996. It was undertaken
by a group of distinguished reviewers from Harvard
Medical international who visited our medical school
for four days. Although now somehow outdated it pro-
vided useful recommendations and several to encourage
our frequent self –assessment for medical education
improvements.
Profile of Rangsit University Medical School Tailand
Ñóäàëãààíû õýñýã 8. Èðýýä¿éí ÷èã
õàíäëàãà
Àíàãààõûí áîëîâñðîë îëãîäîã ñóðãóóëèóäûí
èðýýä¿éí ÷èã õàíäëàãûã ¿íäñýí ÷èã õàíäëàãà,
ãîë äàâóó òàë, ¿íäñýí çîðèëãî ãýñýí ¿ç¿¿ëýëòýýð
õàðüöóóëàí ñóäàëëàà.
¯íäñýí ÷èã õàíäëàãà
Ñóäàëãààíû ä¿íãýýñ 12 ñóðãóóëü (44%) íü
ñàíõ¿¿ãèéí áîëîí àæèëëàõ õ¿÷íû õóâüä äóòàãäàëòàé
ýíý íü çàñãèéí ãàçðûí äýìæëýã áàéäàãã¿éòýé
õîëáîîòîé. ̺í 12 ñóðãóóëü (44%) àæèëëàõ õ¿÷íèé
äóòàãäëààñ ãàäíà àëáàíû õ¿ì¿¿ñòýéãýý íýãäýëòýé
áèø, ìºí ÷àäâàð äóòìàã ãýñýí õàðèóëò ºã÷ýý.
Õàðèí 6 ñóðãóóëü ñóðãàëòûí øèíý÷ëýëèéã áàãø íàð
ýñýðã¿¿öñýíýýñ ñààä ó÷èð÷ áàéíà ãýæýý.
Ãîë äàâóó òàë
Ñóðãóóëèéí ãîë äàâóó òàëûã 3 ãîë øàëãóóð
¿ç¿¿ëýëòýýð õàðüöóóëàõàä:1. Óëàìæëàë- ñóäàëãààíä
õàìðàãäñàí 14 ñóðãóóëü (50%) óðò õóãàöààíû ò¿¿õòýé,
ñàéíýì÷áýëòãýæáàéñàí,2.ýìíýëç¿éíáîëîíýìíýëãèéí
äýìæëýã- ÝÌØÓÈÑ-èàñ áóñàä íü áààç ýìíýëýãòýé, 3.
óäèðäëàãûí òóñëàìæ – 13 ñóðãóóëü (48%) óäèðäëàãàòàé
çºâ õàðèëöààòàé àæèëëàäàã ãýæýý.
¯íäñýí çîðèëãî
Ñóðãóóëèéí ¿íäñýí çîðèëãûã 3 øàëãóóð
¿ç¿¿ëýëòýýð õàðüöóóëñàí áºãººä 1.îþóòàí òºâòýé
ñóðãàëòûí õýðýãæ¿¿ëýõ- 14 ñóðãóóëü (50%) íü á¿ðýí
õýðýãæ¿¿ëñýí, 2.áàãø õºãæ¿¿ëýõ- òàëààð òîãòìîë
ñóðãàëò çîõèîí áàéãóóëäàã, 3.¿íýëãýýíèé ñèñòåìèéã
áîëîâñðîíãóé áîëãîõ- 11 ñóðãóóëü (40%) ¿íýëãýýíèé
ñèñòåìèéã áîëîâñðîíãóé áîëãîõ òàëààð òîãòìîë
ñóðãàëò çîõèîí áàéãóóëäàã.
The Network of Community-Based Education
gave us a full accreditation in 1999. Our continued
emphasis on this is certainly our strengths that needs
to be maintained. The emphasis on Bioethics and
Communication skills also represents another strength.
We are the first medical school in Malaysia to adopt
the PBL-based medical education and integration
assisted by a full Department of Medical Education.
This Department has nine full time members and will
be offering the Masters in Medical Education by course
work in 2003.
Profile of University Sains Malaysia
ÝÌØÓÈÑ-èéí ñóðãàëòûí ¿éë àæèëëàãààã
Àçèéí çàðèì îðíû ñóðãàëòûí ¿éë àæèëëàãààòàé
õàðüöóóëàõàä 77.7% (7¿ç¿¿ëýëòèéã òîäîðõîé
õýìæýýãýýð õýðýãæ¿¿ëæ áàéãàà) áàéãàà íü öààøèä
Íîìõîí äàëàéí á¿ñèéí àíàãààõ óõààíû ñóðãóóëèóäûí
ñóðãàëòûí òºëºâëºãºº, õºòºëáºð, ñòàíäàðò ðóó
16. Ìîíãîëûí Àíàãààõ Óõààíû Áîëîâñðîëûí õîëáîîíû ñýòã¿¿ë
¹1 2007 îí 16
îéðòîõ á¿ðýí áîëîìæòîé. Öààøèä áàãø õºãæ¿¿ëýõ
òºâ áàéãóóëàõ,ñóðãàëòûí àëáàíû îäîîãèéí àæèëëàæ
áàéãàà á¿òöûã áîëîâñðîíãóé áîëãîõ, ñóðãàëòàíä
ñóììàòèâ áîëîí ôîðìàòèâ ¿íýëãýýã õèéõ, áèå
äààëò áîëîí ñîíãîí ñóðàëöàõ, PBL õºòºëáºðèéí
àãóóëûã íýìýãä¿¿ëýõ, ñóðãàëòûí òºëºâëºãººíèé
øèíý÷ëýëèéã ýð÷èìæ¿¿ëýõ øààðäëàãàòàé áàéíà.
Ñóðãàëòûí õºòºëáºðò õèéõ øèíý÷ëýëèéí õ¿ðýýíä
¿íýëãýýíèé õºãæëèéí àñóóäëûã áîëîâñðîíãóé
áîëãîæ, çàðèì íýãýí õè÷ýýëèéí àíãëè õýë äýýð
ÿâóóëàõ íºõö뺺ð õàíãàíà. ÝÌØÓÈÑ-èéí ñóðãàëòûí
¿éë ÿâö, òºëºâºë㺺, õºòºëáºð ñòàíäàðòûã Íîìõîí
äàëàéí Àíàãààõ Óõààíû Áîëîâñðîëûí õîëáîîíîîñ
ìàãàäëàí èòãýìæ¿¿ëýõ áýëòãýë àæëûã äýñ äàðààòàé
òºëºâëºãººòýé çîõèîí áàéãóóëàõ
Àøèãëàñàí íîì ç¿é
1. Ronald Harden. Practical guide for medical theachers.
2. Zubair Amin, Khoo Hoon Eng, Matthew Gwee,
Koh Dow Rhoon, Tan Chay Hoon. Profiles of Asian
Medical School. Medical education unit Faculty of
Medicine, National University of Singapore, 2006
3. Three Asian Pacific Medical Education Conference,
Curriculum TIPS, 18-21 February 2006
4. Íîìõîí äàëàéí áàðóóí á¿ñèéí àíàãààõ óõààíû
ñóóðüáîëîñâñðîëûí÷àíàðûíáàòàëãààíûòàëààðõ
ÄÝÌÁ-ûí óäèðäàìæ. Ìàííèëà, Ôèëëèïïèí
2001.
5. D.dungerdorj, Ts.Lkhagvasuren., D.Tserendagva.
Current Situation and Future trends of medical
education in Mongolia. 3rd Asia Pacific Medical
Education conference. Curriculum TIPS, Singapore
2006.
6. www.faimer,org
7. hhhp://imed.ecfmg.org
8. www.iime.org
9. http://medicine.nus.edu.sg/events/apmec3/
Abstract
The development of Medical Education in Asia Pacific
Region and Mongolia
D.Tserendagva1
, D.Dungerdorj1
, Ts.Lkhagvasuren1
1
Medical education unit, HSUM,
dagva1968@yhoo.com
Educational activities of HSUM have indicated at adequacy level and HSUM has full possibilities to
expand educational programs rivaling Western Pacific Regional standard for preparing medical profession-
als. In the future, we have to establish Faculty development center, improve structure of medical education
unit, make summative and formative assessment, develop PBL curriculum, self study and elective course,
and intensify curriculum innovations.
In the spectrum of curriculum innovation, the assessment will be improved; some subjects will be sup-
ported by teaching in English. Therefore, there is a demand to organize accreditation activities of educational
programs of HSUM in order by APMEC.
