Abstract
Background: Medical education in Mongolia has evolved significantly over the centuries, transitioning from traditional training methods rooted in the "Four Medical Tantras" to modern, integrated curricula. The introduction of integrated medical education seeks to address limitations in the traditional and Soviet-era models by emphasizing disease prevention, public health, and student-centered approaches.
Methods: This study examines the development of Mongolia’s integrated medical curriculum through a comparative analysis of traditional and Soviet-era education models. Quantitative and qualitative data were collected and analyzed using the SERVQUAL and SURE models to assess the quality of educational services over time. Data on student satisfaction, curriculum integration, and program outcomes were reviewed to identify trends and areas for improvement.
Results: The findings highlight significant advancements in Mongolia’s medical education system, including the implementation of a 21-block integrated curriculum and student-centered methodologies. However, gaps in service quality remain, as evidenced by SERVQUAL results showing discrepancies between student expectations and perceptions, particularly in assurance and empathy. Employment rates and licensing exam success rates have declined over recent years, indicating the need for further curriculum reforms and improved student preparation.
Conclusions: The integrated curriculum has brought Mongolia's medical education closer to global standards by focusing on prevention and public health. However, challenges such as quality gaps, declining employment rates, and student satisfaction necessitate continued reform. Future efforts should emphasize aligning curricula with national needs, fostering life skills, and enhancing service quality to produce well-rounded medical professionals.