Higher Education Research in Mongolia During the Transition Period of Development

Sumberzul, Nyamjav; Oyunbileg, Shagdarsuren

doi:10.1007/978-981-10-4989-7_12

Cited by 6 publications

(13 citation statements)

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“…Furthermore, the strong curative orientation of the health system and medical curriculum became non-responsive to social needs in the later years of socialism [22]. Medical graduates with higher scores were assigned to work as faculty members at MNUMS [23]. The government evaluated whether MNUMS ful lled its annual plan, as well as individual whether individual faculty members completed their assigned tasks.…”

Section: Process Levelmentioning

confidence: 99%

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Effects of the Socio-Economic Transition on Health Professions Education: The Case of Mongolia

Amgalan

Shin

Lee

et al. 2020

Preprint

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Background: Former socialist countries have undergone a socio-economic transition in recent decades. New challenges for the healthcare system have arisen in the transition economy, leading to demands for better management and development of the health professions. However, few studies have explored the effects of this transition on health professions education. Thus, we investigated the effects of the socio-economic transition on the health professions education system in Mongolia, a transition economy country, and to identify changes in requirements. Methods: We used a multi-level perspective to explore the effects of the transition, including the input, process, and output levels of the health professions education system. The input level refers to planning and management, the process level refers to the actual delivery of educational services, and the output level refers to issues related to the health professionals, produced by the system. This study utilized a qualitative research design, including document review and interviews with local representatives. Content analysis and the constant comparative method were used for data analysis. Results: We explored tensions in the three levels of the health professions education system. First, medical schools attained academic authority for planning and management without proper regulation and financial support. The government sets tuition fees, which are the only financial resource of medical schools; thus, medical schools attempt to enroll more students in order to adapt to the market environment. Second, the quality of educational services varies across institutions due to the absence of a core curriculum and differences in the learning environment. After the transition, the number of private medical schools rapidly increased without quality control, while hospitals started their own specialized training programs. Third, health professionals are struggling to maintain their professional values and development in the market environment. Fixed salaries lead to a lack of motivation, and quality evaluation measures more likely reflect government control than quality improvement.Conclusion: Mongolia continues to face the consequences of the socio-economic transition. Medical schools’ lack of financial authority, the varying quality of educational services, and poor professional development are the major adverse effects. Finding external financial support, developing a core curriculum, and introducing performance-based payments are recommended.

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Section: Process Levelmentioning

confidence: 99%

“…Medical graduates were highly experienced in clinical skills and could provide specialized healthcare services after graduation [14]. Health coverage was universal, even though services were not well resourced and equipped [23].…”

Section: Output Levelmentioning

confidence: 99%

Effects of the Socio-Economic Transition on Health Professions Education: The Case of Mongolia

Amgalan

Shin

Lee

et al. 2020

Preprint

View full text Add to dashboard Cite

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“…Because of the strong orientation towards curative services in the socialist era, MNUMS prepared graduates to be general doctors, pediatricians, dentists, and hygienists [23]. Medical graduates were highly experienced in clinical skills and could provide specialized healthcare services after graduation [14].…”

Section: Output Levelmentioning

confidence: 99%

Effects of the socio-economic transition on health professions education: The case of Mongolia

Amgalan

Shin

Lee

et al. 2020

Preprint

View full text Add to dashboard Cite

BackgroundFormer socialist countries have undergone a socio-economic transition in recent decades. New challenges for the healthcare system have arisen in the transition economy, leading to demands for better management and development of the health professions. However, few studies have explored the effects of this transition on health professions education. Thus, we investigated the effects of the socio-economic transition on the three levels of health professions education system in Mongolia, a transition economy country. The changing requirements of three levels, including input, process, and output levels of health professions education system were explored. The input level refers to planning and management, the process level refers to the actual delivery of educational services, and the output level refers to issues related to the health professionals, produced by the system. This study utilized a qualitative research design, including document review and interviews with local representatives. Content analysis and the constant comparative method were used for data analysis. ResultsWe explored tensions in the three levels of the health professions education system. First, medical schools attained academic authority for planning and management without proper regulation and financial support. The government sets tuition fees, which are the only financial resource of medical schools; thus, medical schools attempt to enroll more students in order to adapt to the market environment. Second, the quality of educational services varies across institutions due to the absence of a core curriculum and differences in the learning environment. After the transition, the number of private medical schools rapidly increased without quality control, while hospitals started their own specialized training programs. Third, health professionals are struggling to maintain their professional values and development in the market environment. Fixed salaries lead to a lack of motivation, and quality evaluation measures more likely reflect government control than quality improvement.ConclusionMongolia continues to face the consequences of the socio-economic transition. Medical schools’ lack of financial authority, the varying quality of educational services, and poor professional development are the major adverse effects. Finding external financial support, developing a core curriculum, and introducing performance-based payments are recommended.

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“…For MCQs, a test item is considered acceptable when P is between 60-65. When it is more than 90, an exam item should be regarded as too easy, and when it is less 30 it is too difficult 10 .…”

Section: Difficulty Indexmentioning

confidence: 99%

“…The proportion of students answering an item correctly indicates the level of difficulty of the item, and it is affected by the examinees' knowledge, as well as the clarity and relevance of the question. Practically, it is essential to use items with positive discrimination level when implementing MCQ in medical licensing examination [10][11][12][13][14][15][16] .…”

Section: Discrimination Indexmentioning

confidence: 99%

Item Analysis of Multiple Choice Questions in Medical Licensing Examination

Gomboo¹,

Gombo²,

Munkhgerel³

et al. 2019

Cent. Asian j. Med. Sci.

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Objectives: To evaluate multiple-choice questions of the Medical Licensing Examination. Methods: The study design was a cross sectional descriptive and item analysis method was used. This study was conducted in Health Development Center of the Ministry of Health. An item analysis was done on 1500 multiple-choice questions for the internal medicine licensing exam and of 2077 subjects from 2014 to 2016. The item analysis involved identifying reliability coefficient, difficulty index, and discrimination index for each question in relation to the doctors' exam performance. Microsoft Excel 2010, and SPSS were used for the statistical analyses. Results: Reliability coefficient (KR20) of Mongolia's medical licensing examination in 2014-2016 ranged from 0.79-0.92. The frequency of multiple-choice questions with a negative or zero discrimination index was 11.6 percent and a high difficultly index was 21.9 percent. Conclusion: Even though reliability of Mongolia's medical licensing examinations were good, one-third of the multiple-choice questions used in the exams fail to evaluate examinee's knowledge.

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Higher Education Research in Mongolia During the Transition Period of Development

Cited by 6 publications

References 0 publications

Effects of the Socio-Economic Transition on Health Professions Education: The Case of Mongolia

Effects of the Socio-Economic Transition on Health Professions Education: The Case of Mongolia

Effects of the socio-economic transition on health professions education: The case of Mongolia

Item Analysis of Multiple Choice Questions in Medical Licensing Examination

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