The MNUMS regularly organizes activities to support and develop teachers’ teaching methods and professional competencies. In the field of teacher development, the Golden Rules of Teachers of the MNUMS, which is a key document for teacher development, was approved in 2014. In addition, a new Teacher Development Program is being developed and implemented at the MNUMS. The Teacher Development Program aims to create the best teaching staff for the Development Policy of the MNUMS in which continuously developing teacher training, research, professional and personal knowledge, skills and attitudes, and share experiences, and is implemented within the framework of the following main objectives. The Teacher Development Unit, in cooperation with local and foreign teachers, has organized 27 types of trainings in the last 5 years, and teachers have been involved twice on average (Appendix 5.2). Owing to the modern learning trends, the development of information technology, and the Covid-19 pandemic situation, virtual teacher development training was introduced. Since that, the number of teachers involved in teacher development training has tripled, opportunities for the teaching staff have expanded.
In 2020, the Division of Teacher Development and e-Learning conducted the teacher development needs assessment survey among teachers to identify teaching staff’s training and teacher development program needs. According to the survey, more than 60 percent of teachers said that a teacher development program and systematic training are needed to continuously support teacher development. Based on this research, a Teacher Development Program was developed and implemented which has been initiated by the School of Medicine for their teachers. The goal of teacher development program is to create the best human resources, to support the continuous development of teachers, and to improve the knowledge, skills, and attitudes of teaching and learning including Medical Education, Master Teacher Training of University of Calgary, Test Development, Program Development, Student Assessment, trainer of Diagnosis of Internal Disease , Digital Teacher / e-learning methods, transition from teaching to learning, e-learning technology, SCORPIA 10 types / 37 % / trainings and which were organized and a total of 306 teachers were involved. As part of the goal to bring teachers’ research skills to the international level, 122 teachers were participated in the following next 7 different trainings(26%) including the usage of End note, research teacher, HINARI, quality research, action research, research-based development, and medical ethics.
Harvard T2T, clinical teaching methodology, and professional training are being provided to increase the clinical skills of teachers. More than 100 doctors and faculty from the university participated in the T2T training in collaboration with Harvard University. Teachers of medical schools organize 4 post-graduate professional short-term trainings and seminars to support continuous professional development one or two times a year in cooperation with foreign and domestic doctors and teachers. The professional training organized by the teachers of the MNUMS is widely attended by urban and rural doctors, and, more than 6,000 doctors participated in the online trainings of 2020. Within the framework of the goal of following the academic culture and ethical norms of teachers and developing personal knowledge, skills and attitudes, 210 teachers participated in 8/30% / trainings on “teacher-student relations, professional ethics, life- based learning, Gallery walk, food and nutrition core curriculum, nutrition and lifestyles, Change starts with yourself, English language training”. Forty-two teachers from medical schools have taken part in teachers and researchers trainings in the United Kingdom, Russia, Australia and Japan.
Integrated policies at all levels of management support the continuous development of teachers and provide leave for doctoral students and a 10% tuition fee discount as part of the goal of building a culture of organization. It also provides opportunities of career advancing courses, thesis and dissertation defense, and long-term and short- term postgraduate trainings at international partner universities. In terms of the number of teachers who defended their doctoral degrees abroad, 5 teachers in 2016, 3 in 2017, 1 in 2018, 3 in 2019, 3 in 2020, 2 teachers in 2021, or a total of 17 teachers defended their doctoral degrees abroad. A total of 37 teachers defended their doctoral degrees locally, and the proportion of foreign master and doctorate teachers increased by 6 percent.
All medical school teachers have medical certificates and are leaders in clinical practice, and are actively involved in the clinical trainings for obtaining and renewing medical certificates. The new university hospital, which opened in 2018, has 130 teachers working, of whom 18 are department heads and 27 are consultants. More than 70% of clinical activities are performed by teachers alone, who are actively involved in treatment and counseling. During the pandemic (Covid-19), more than 280 teachers were trained to introduce new e-learning methods and technologies and to use e-learning programs in order to provide permanent and qualified training. The e- learning materials and videos are available on the unified website elearning.mnums.edu.mn. The university published a total of 134 textbooks and 138 course books in 2020, and the teachers implementing the program published 78 textbooks and 66 course books in 2016 and published 57 textbooks and 62 course books in 2020. In terms of research citations, it increased to 528 in 2016, 723 in 2017, 1043 in 2018, 1298 in 2019, and 1604 in 2020. As of 2015, the number of citations was 1,343, and the number of citations increased 3.9 times, the number of projects 1.6 times, and the number of articles published internationally doubled. The university has started awarding cash prizes to teachers who publish articles internationally, and the number of teachers who receive cash prizes is increasing every year.
Scores of teacher evaluation of program implementing teachers
