“Blueprint” of a Medical Doctor
The proposals and development of the programme goal and educational outcomes are based on the research from relevant stakeholders. During the implementation of the programme, formative and summative assessments were conducted; faculty, student, alumni, and employer surveys were carried out; and the conclusions, recommendations and decisions determined from these activities are reflected in the programme’s purpose. As for the Medical Doctor curriculum, professional core competencies have been defined in accordance with the recommendations of global and regional external evaluation organizations, the evaluation results of the Mongolian National Council for Education Accreditation, and the needs of the client organization and stakeholders.
In January 2014, the development of the “Medical Doctor Core Competencies” in relation to the relevant international and Mongolian legal environment was initiated and implemented for the first time in Mongolia / Order No. A / 27 /. The World Federation for Medical Education has approved standards for undergraduate medical education and is enforcing them in member countries. In 1.4 of this standards, it is recommended that when defining educational outcomes, each medical school should carry out medical education training in line with the needs of the society; based on the medical education and technology progress; providing a continuous learning environment for doctors; using advancements in information technology; and adapting the changes of the healthcare system. Accordingly, we are adhering to this recommendation. The World Health Organization (WHO) observes the policy of adapting medical education to current and future needs of the society, clarifying doctors’ roles and responsibilities in society, improving the quality of continuing medical education and enhancing the coordination across professions.
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PLO-CLO matrix
The curriculum of a medical school, like that of other domestic universities, is developed and finalized in a multi-step meeting by a joint working team of the school in charge of that profession, co-educational school, and Division for undergraduate education policy and management, and are then approved by the president of the MNUMS. In the academic year 2013, the undergraduate curriculum on medicine was comprehensively revised and updated. We also developed the professional core competencies of a medical doctor and incorporated the knowledge, skills, and attitudes into the curriculum of each course. The medical education curriculum was based on and according to “General requirement for Higher Educational Institution” issued by the State Administration as well.
General basic subjects and basic professional subjects that are designed to provide the basic biomedical knowledge, to develop their self-directed learning abilities, and to acquire professional humane, compassionate ethics are generally studied during years I, II in order to prepare the students for further study of professional subjects at School of Medicine.
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