Transnational collaboration for faculty development in health professions education in Mongolia

Yoon, Hyun Bae; Shin, Jwa Seop; Lee, Seung Hee; Kim, Do-Hwan; Sung, Minsun; Amgalan, Nomin; Chinzorig, Tselmuun

doi:10.3946/kjme.2016.43

Cited by 11 publications

(7 citation statements)

References 17 publications

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“…However, we also included some hospital directors and government officers in the survey. Based on the health report of the Ministry of Health in Mongolia [15] and studies in Mongolia and other developing countries [16,18], the survey focused on four points: the major needs of health professions, the major obstacles to health professions’ development, priority areas, and ways to target trainees for further training. Respondents chose two options out of five for major needs, three out of seven for major obstacles, five out of 14 for priority areas, and three out of eight for trainees to be targeted.…”

Section: Methodsmentioning

confidence: 99%

Applying a mixed methods design for needs assessment of an international fellowship training program for Mongolian health professions

et al. 2019

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Purpose Continuing professional development is essential for improving health care services, especially in developing countries. Most of the training programs in Mongolia were not based on a targeted needs assessment. Therefore, we aimed to apply a mixed methods design to assess the training needs of Mongolian health professions. Methods We conducted a needs assessment using a convergent parallel mixed methods design in two steps. The survey and interview questions were developed to identify priority areas, targeted trainees, and effective training methods. A survey on 60 respondents, 15 individual interviews, and a focus group interview with 14 participants were conducted in the first step. In the second step, 12 representatives of key stakeholders were invited to a second focus group interview. Results Current health policy areas, areas related to future national plans, and areas not currently receiving governmental or international support were suggested as the main priorities. The stakeholder suggested that trainees should be selected based on their professional experience and language level, as well as each hospital’s needs. Building teams including various professions, such as nurses, technicians, and biomedical engineers, was recommended as a way to exchange ideas with each other and to build teamwork for future collaboration. Conclusion Medical training needs are dynamic and complex; therefore, a deep understanding of the context and setting is necessary. In this study, we assessed the targeted training needs of Mongolian health professions through a mixed methods design, which could be an effective way to conduct needs assessments for training programs.

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Section: Methodsmentioning

confidence: 99%

Applying a mixed methods design for needs assessment of an international fellowship training program for Mongolian health professions

et al. 2019

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“…In the absence of evidence identifying the underlying difficulties, the design of any interventions may not be as effective as they should. Student authored items, collaborative item banks and automated item generation have been investigated as strategies to increase item production [15–17]. However these strategies essentially circumvent, rather than reduce the barriers to item writing from content experts and teachers.…”

Section: Discussionmentioning

confidence: 99%

“…Medical school examination questions have conventionally been written by faculty teaching the course. However, meeting the regular demand for new items which have not previously been run with student cohorts has led to strategies such as item modelling, collaborative item banks, computer generated questions and even student written items [3, 14–17], measures which may be beyond the reach of many medical schools. Although significant efforts have been expended in supporting faculty to write better quality and a higher quantity of questions, the evidence which shows that these measures address the root of the problem – the continual need for content experts to contribute to the development of new, quality items – is unknown.…”

Section: Introductionmentioning

confidence: 99%

Barriers and facilitators to writing quality items for medical school assessments – a scoping review

Karthikeyan

O’Connor

2019

BMC Med Educ

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Background Producing a sufficient quantity of quality items for use in medical school examinations is a continuing challenge in medical education. We conducted this scoping review to identify barriers and facilitators to writing good quality items and note gaps in the literature that are yet to be addressed. Methods We conducted searches of three databases (ERIC, Medline and Scopus) as well as Google Scholar for empirical studies on the barriers and facilitators for writing good quality items for medical school examinations. Results The initial search yielded 1997 articles. After applying pre-determined criteria, 13 articles were selected for the scoping review. Included studies could be broadly categorised into studies that attempted to directly investigate the barriers and facilitators and studies that provided implicit evidence. Key findings were that faculty development and quality assurance were facilitators of good quality item writing while barriers at both an individual and institutional level include motivation, time constraints and scheduling. Conclusions Although studies identified factors that may improve or negatively impact on the quality of items written by faculty and clinicians, there was limited research investigating the barriers and facilitators for individual item writers. Investigating these challenges could lead to more targeted and effective interventions to improve both the quality and quantity of assessment items.

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“…It was established in 1942, and has trained more than 90% of the health professionals in the country. It includes the School of Medicine, the School of Pharmacy and Biomedical Sciences, the School of Dentistry, the School of Nursing, and the School of Public Health, and has approximately 800 faculty members and 10,000 undergraduate and graduate students [ 14 ]. The School of Nursing provides for the training of nurses, midwives, and feldsher in Mongolia at the two levels of diploma and bachelor’s degrees.…”

Section: Introductionmentioning

confidence: 99%

Online continuing medical education in Mongolia: needs assessment

Baatarpurev¹,

Tsogbadrakh²,

Bandi³

et al. 2022

Korean J Med Educ

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Purpose: Due to the shortage in the healthcare workforce, insufficient qualifications, a lack of infrastructure and limited resources in Mongolia, it is not always possible for healthcare workers in rural areas who wish to attend continuous training and retraining courses to do so. However, in order to provide high-quality care, the demand for distance learning and the upgrading of knowledge and practice of many medical topics (especially related to morbidity and mortality) are necessary for the rural population. This study aimed to assess the needs of e-learning medical education, of graduates in Mongolia.Methods: A cross-sectional research design was implemented. We collected data from 1,221 healthcare professionals (nursing professionals, physicians, midwives, and feldshers) who were randomly selected from 69 government hospitals in Mongolia. Data were collected using self-assessment questionnaires which captured the needs assessment in a survey for online continuous medical education in Mongolia. Data were analyzed using descriptive statistics and Kruskal-Wallis statistical test.Results: Ninety percent of the respondents reported that they plan on attending online continuous medical education with the most preferred specialty area being emergency medicine. Results using the Kruskal-Wallis statistical technique suggested the preferred specialty area, educational content, appropriate time schedule, available devices, and tools were statistically significant and were different between the nursing professionals, physicians, midwives, and feldshers (p<0.05).Conclusion: Findings provide important evidence for the implementation of measures and strategies which can assist healthcare professionals in low and middle-income areas/countries to constructively address their need for enhanced knowledge and practice through distance learning.

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Transnational collaboration for faculty development in health professions education in Mongolia

Cited by 11 publications

References 17 publications

Applying a mixed methods design for needs assessment of an international fellowship training program for Mongolian health professions

Applying a mixed methods design for needs assessment of an international fellowship training program for Mongolian health professions

Barriers and facilitators to writing quality items for medical school assessments – a scoping review

Online continuing medical education in Mongolia: needs assessment

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