KYRGYZ STATE MEDICAL

ACADEMY I.K.AKHUNBAEV

ANALYTICAL REPORT
FOR ASSESSING THE QUALITY OF EDUCATIONAL
PROCESS IN KSMA them. I.K.AKHUNBAEVA
(2020)

Bishkek 2020
 The report was prepared by a working group created by order of the rector of
KSMA No. 114 of 23.04.2020 with the technical support of the project of the Swiss
Embassy "Reforms of medical education in the Kyrgyz Republic".

The composition of the working group:

Dzhumalieva G.A. - Vice-rector of KSMA for international relations and

strategic development
Sultashev A. Zh. - Head of the Department of Education Quality Management
Isakova G.B. - Head of the educational and methodological department of the
KSMA
Ismailova Zh.S. - Leading Specialist of the Education Quality Management
Department
Mukambetov U. - Leading Specialist of the Center for the Development of
Clinical Skills and Knowledge Assessment
Babaev B.N. - programmer

The working group expresses its gratitude to the management group of the
project "Reforms of medical education in the Kyrgyz Republic" for financial and
technical support in the preparation of this document.

The Working Group expresses its gratitude to the international experts, the
consultant of the Faculty of Medicine of the University of Geneva, Professor Nu Wu
and Professor Matthew Nendaz.

The working group expresses its gratitude to the dean's offices of KSMA for
organizing the survey among students.

The working group also expresses its sincere gratitude to the staff of the KSMA
for assistance in providing information and subsequent revision of the document, in
particular to the staff of the quality management department, the scientific and
clinical work department, as well as the software and system support department and
the international relations department for technical assistance and assistance in
organizing discussions.

The working group expresses its gratitude to the staff of the departments for
the correct perception and active participation in the discussion of the results of the
assessments.

1
 CONTENT

LIST OF ABBREVIATIONS AND TERMS 3

INTRODUCTION 4
CHAPTER 1 ASSESSMENT OF EDUCATIONAL ENVIRONMENTS 5
ANDSERVICES SUPPORT
1.1. Assessment of management efficiency 5
1.2. Assessment of the infrastructure of KSMA 12
1.3. Assessment of the book supply of the educational process in KSMA 13
CHAPTER 2 ESTIMATION OF STAFF POTENTIAL OF KSMA 16
2.1. Self-assessment of teaching staff 17
2.2. Teaching staff through the eyes of students 23
CHAPTER 3 EVALUATION SATISFACTION STUDENTS QUALITY 28
OF TRAINING PROGRAMS
3.1. Assessment of student satisfaction with the quality of curriculum 29
modules
3.2. Assessment of student satisfaction with the quality of curriculum 39
disciplines
3.3. Assessment of the quality of the organization of industrial practice of 43
students
CHAPTER 4 EVALUATION SATISFACTION STUDENTS 52
GRADUATES MEDICAL FACULTY THE QUALITY OF TRAINING IN
KSMA
CHAPTER 5 ANALYSIS OF THE PROGRESS OF STUDENTS OF THE 57
FACULTY OF MEDICAL KSMA
5.1. Analysis of changes in the number of students of the faculties of 57
"General Medicine" 2012 admission
5.2. Analysis of the results of computer testing of knowledge of students of 60
the faculties of "General Medicine" in 2018
5.3. Analysis of the reasons for the expulsion of students of the faculties of 63
"General Medicine" for the 2017-2018 academic year
CONCLUSION 66
PRACTICAL RECOMMENDATIONS 73
APPENDICES 75

2
 LIST OF ABBREVIATIONS AND TERMS

University Higher educational institution

GOS State educational standard
VNLUTS Alpine scientific, medical and educational Centre
them.Raiymzhanova
KSMA Kyrgyz State Medical Academy. I.K. Akhunbaeva
KR Republic of Kyrgyzstan
MH Ministry of Health
M&E Monitoring and Evaluation
Ministry of Education and Science
MUNTSBI Ministry of Education and Science Interuniversity educational
and scientific Centre biomedical research
OZ Health care organizations
OKKO Module "From cell to organ"
OMKO Department of Education Quality Management
OMKK Module "From Molecule to Cell"
OSKE Objective structured clinical examination Apprenticeship
PP
PPP Teaching staff Quality Management
QMS System
SS Student council
SNKB Dental educational-scientific clinical base
ULNMC Educational-medical-scientific medical center of KSMA
UMO Educational-methodical department
FPMO Faculty of Postgraduate Medical Education Module
CHOZ "Man, Society, Health"
TsPKiNO Center for Advanced Studies and Continuing Education
SDC Swiss Agency for Development and Cooperation, Swiss Agency
for Development and Cooperation

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 INTRODUCTION

As part of the implementation of the "Strategy for the Development of

Education in the Kyrgyz Republic" and the "Plan for the Implementation of the
Strategy for Education in the Kyrgyz Republic for 2012-2020." with the technical
support of the Swiss Bureau for Development and Cooperation (SDC) at the Kyrgyz
State Medical Academy. I.K. Akhunbaev (KSMA), measures are being taken to reform
medical education. The state educational standard for the specialty "General Medicine"
has been revised, curricula have been developed with a focus on the training of a
general practitioner, a catalog of competencies for a graduate of the Faculty of General
Medicine has been developed.

State educational standards (SES) for specialties were revised and approved in
2015, while SES 560001 General Medicine was revised in 2012 as part of the pilot
implementation. In 2018, students graduated from the 2012 SES. The introduction of
the new SES provided for an increase in teaching hours for clinical practice, a transition
from a subject teaching method to problem-oriented (integrated) training, and the
decentralization of industrial practice.

In 2009, KSMA began to create a quality management system (QMS) based on

the international standard ISO 9001, taking into account the recommendations of the
European Association for Quality Assurance in Higher Education (ENQA). One of the
principles of the internal guarantee of the quality of education at the university is to
improve the quality of the implemented educational programs on the basis of regular
monitoring and evaluation of the educational process at the university.

By 2020, KSMA passed independent accreditation for all undergraduate

programs professional education and to all programs postgraduate education for a
period of 5 years, as well as independent institutional accreditation.

In order to improve the quality of the educational process to improve and KSMA
evaluate the curriculum, expectations, needs and satisfaction of stakeholders are
annually held. is carried out in accordance with the approved "Guidelines for
monitoring and assessing the quality of the educationa Ealuation process in KSMA". In
2020, an assessment was made of the satisfaction of the teaching staff with the quality
of the organization of the educational process in KSMA, students with the quality of
educational programs and the organization of the educational process, including the
satisfaction of graduate students (6th year), in accordance with the "Methodology for
tracking employment graduates educational organizations higher vocational
education of the Kyrgyz Republic ", approved by order Ministry of Education and
Science of the Kyrgyz Republic of September 20, 2016 No. 1308/1/http://edu.gov.kg

This report presents the results of the assessments, conclusions and

recommendations for improving the quality of the educational process at KSMA.
4
 The presented results directed on the the rise quality educational process in
KSMA and are primarily a tool for determining the areas of application of efforts to
develop KSMA, and should not be used as a tool for punishment.

5
 ASSESSMENT OF THE EDUCATIONAL ENVIRONMENT AND SUPPORT
SERVICES

Assessment of management efficiency

The implementation of the main activities of KSMA and faculties is carried out
through development, approval and fulfillment strategic development plan, work
plans of structural divisions, faculties anddepartments.
The documents providing long-term planning of the KSMA development
include:
• Development strategy of KSMA named after I.K. Akhunbaev for 2010-2020
• Implementation plan for the Development Strategy of KSMA for 2017-2020
• Annual plan for the implementation of the KSMA Development Strategy.
• Annual calendar plan of the Academic Council
• Annual work schedule of the Administration Council
• Annual work schedule of the Faculty Academic Council
• Annual work schedule of the Scientific Council for Science
• Annual work schedule of the Scientific and Technical Commission
• Annual calendar of work of the Council for the quality of education
• Annual calendar plan of the Main Educational and Methodological Committee
• Work plans of structural divisions;
• Work plans of dean's offices, departments;

Strategic and annual plans of the KSMA are developed within the framework
of the implementation of the Concept for the Development of Education in the Kyrgyz
Republic until 2020, the Strategy for the Development of Education in the Kyrgyz
Republic, the Implementation Plan for the Education Strategy in the Kyrgyz Republic
for 2012-2020 and the three-year Action Plan for the implementation of the Education
Strategy in the Kyrgyz Republic for 2018- 2020

The policy of ensuring the quality of education of KSMA is published on the

official website of KSMA /https://kgma.kg/ and includes the mission, goals,
"Development Strategy of KSMA for 2010-2020", "Action Plan for the implementation
of the Development Strategy of KSMA for 2017- 2020 ", Quality Management System
(QMS) /https://www.kgma.kg/ru/academy/quality-assurance-policy/development-
strategy-of-ikakhunbaev-k 2010-2020/, as well as educational goals and learning
outcomes reflected in the approved catalogs of graduates' competencies

The mission of KSMA is to improve the health of the population and the quality
of life of individuals and groups of people through continuous training highly
professional specialists fromapplication innovative educational programs and
technologies, advanced biomedical research. KSMA strives to realize this mission in
accordance with the highest professional and ethical standards, in conditions that allow
6
each person to fully reveal their potential.

Based on the mission of KSMA, the following Objectives are defined:

1. Training of a doctor with general and special competences, universal and

subject-specific competencies, contributing to his social mobility and stability in the
labor market, readiness for postgraduate training with the subsequent
implementation of professional medical practice in the chosen field.
2. Remaining the flagship of higher medical education, preserving and
enhancing the traditions of domestic medicine, to be a leader in academic medical
education and the scientific community.
3. Achieve international recognition and support the image of the leading
medical university in Central Asia.
4. Ensure a high level of quality education, contributing to the formation of a
specialist who meets the new realities of life and the needs of employers.

In accordance with the mission and main goals, 10 Strategic directions for the
development of KSMA were approved.

In order to create a successful educational environment, increase the

attractiveness of educational programs, in accordance with the requirements of the
QMS, procedures have been developed for managing all types of activities, there is a
base of regulatory and instructive documents of the Ministry of Education and Science
of the Kyrgyz Republic and the Ministry of Health of the Kyrgyz Republic.

Documents on the organization and management of educational, scientific and

extra-curricular activities are developed by departments that directly use them in their
work. The documents are developed in accordance with the requirements of the quality
management system.

The effectiveness of management organization in KSMA is provided by a mixed

model with strict vertical interaction between senior managers, middle managers and
subordinates. For each target program in the linear functional blocks, responsible
executors are appointed who are in double subordination: vertically - to the head of
the corresponding organizational complex, and horizontally to the target head
(Organizational structure of KSMA in Appendix 1).

The differentiation of the functional responsibilities of managers allows to

achieve an effective organization of labor, the implementation of the strategic goal of
the university and the fulfillment of tasks facing the team.

KSMA in the process of carrying out its educational, scientific and extra-
curricular activities is guided by the legislative acts of the Kyrgyz Republic regulating
7
the activities of the educational organization, and internal normative documentation
(provisions, orders, orders).

In order to create a successful educational environment, increase the

attractiveness of educational programs, in accordance with the requirements of the
QMS, a process model has been developed (Fig. 1.1), the main and auxiliary
management processes, responsible persons and structural units have been identified
(Table 1.1.).

Figure 1.1. Process model of KSMA

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 Table 1.1. Register of processes of education quality management system of
KSMA named after I.K.Akhunbaeva

No. Process name Owner Structural units involved in

process process

1. Processes of management activities of the leadership

1.1 Strategic planning and Rector, OMKO, Structural Chairs

international action Vice-rector OMS subdivisions
for MSIS
1.2 Analysis of the results of Vice-rector OMKO, Dean's Chairs
educational activities of KSMA for MSISR, UMO offices
Vice-rector
for SD
1.3 Planning and improvement of the Rector, OMKO, Profile deans Chairs
QMS of education Vice-Rector UMO
for MSIS

2. Processes of the life cycle (basic)

2.1 Market research of medical Vice-rector OMKO, Dean's Issuers

education and analysis of for N OMS, offices Chairs
customer satisfaction andLR OSiPO
2.2 Design, development and Vice-rector UMO UMPK Chairs
implementation of OOP for SD
2.3 c Sientific and innovative, medical Vice-rector R&D NTK Chairs
activities and training of highly for N department,
qualified personnel andLR Postgraduate
studies,
CPC
2.4 Per -university training Director of CDP Head of the eC, hairs
the Central dical School Central CDP,
Control Household Medical
Center Offic schools
Director of Medical
the Medical schools
School Me
2.5 Admission of students Chairperson Reception Dean's Chairs
admissions commission offices
committee
2.6 Postgraduate education Vice-rector Dean's office office FPMO Chairs
for R&D FPMO FPMO
Dean's
9
2.7 Control of the educational Vice-rector CRKNiOZ Dean's Chairs
process for MSIS OMKO offices
2.8 Educational and extracurricular Vice-rector Department Dean's Chairs
activities for VRHL of ViOMR offices

3. Supporting processes

3.1 Personnel management Rector OYuKR Departments, Chairs

deans
3.2 Management of infrastructure Vice-rector UMO, IBK, Departments, Chairs
and educational environment for MSIS OSiPO, OFER Dean's
offices
3.3 Document and information Vice-rector OSiPO, OD, Departments, Chairs
environment control for MSIS OYuKR deans
3.4 Logistics and environmental Rector OAKhR, Departments, Chairs
management OFER deans
4. Measurement, analysis and improvement in the framework of the main and
auxiliary processes
4.1. Monitoring, measurement and Vice-rector OMKO Departments, Chairs
analysis of processes for MSIS deans
4.2. Non-conformity management Vice-rector OMKO Departments, Chairs
for MSIS deans
4.3. Improving processes Vice-rector OMKO Departments, Chairs
for MSIS deans

10
 In order to ensure collegial management of the educational process in KSMA,
the following public bodies function:
• in parts educational, research, methodical work, recruiting and training of
scientific and pedagogical personnel - Academic Council;
• in terms of making operational decisions in all areas of activity, the
Administration Council;
• in terms of ensuring the quality of educational activities - the Council for the
quality of education, teaching materials;
• in terms of organizational activities - the Board of Trustees;
• in terms of financial activities - the Finance Committee.

Academic Council is the highest public and professional body for managing the
work of the KSMA. The main task of the Academic Council is to consider the main
issues of the Academy's activities and unite the efforts of the entire team to
implement the decisions of the Government of the Kyrgyz Republic, the Ministry of
Education and Science of the Kyrgyz Republic and the Ministry of Health of the Kyrgyz
Republic to ensure high quality of training of specialists. In its work, the Academic
Council is guided by the laws of the Republic, regulations of the Ministry of Education
and Science of the Kyrgyz Republic, the Charter of the KSMA, the Regulations on the
Academic Council of the KSMA. The composition of the Academic Council is elected
from among the heads of structural divisions, highly qualified teachers, student
activists. The work of the Academic Council of KSMA is organized according to the
plan, which is approved at the last meeting of the Academic Council in the academic
year.
Issues of an operational nature, reflecting various areas of the current activities
of KSMA and not included in the schedule of meetings of the Academic Council, are
considered at meetings of the Rector's Council, which includes the heads of the
university departments. Meetings of the administration are held monthly (except: June,
July, August) on Thursday of the second week of the month. Its work plan covers the
whole range of operational problems of the KSMA.
Selected questions, concerning educational methodological work, are
tentatively discussed at Faculty Scientific Council ( Chairman, Vice-Rector for Academic
Affairs, Secretary). The Faculty Academic Council includes all the head teachers of the
departments. Meetings are held monthly (excluding summer months) on Thursday 3
weeks of the month.
Research issues are discussed at Scientific Council for Science ( chairman - vice-
rector for clinical and scientific work, secretary - head of the department of scientific,
innovative and clinical work). The Academic Council for Science includes all heads of
departments of the KSMA. Meetings are held monthly (except for the summer months
and April - Science Days)
Administration Council is an advisory and advisory collegial body that
considers issues on the organization and implementation of training, eleven scientific,
medical, financial, economic and economic activities of the Academy. The work of the
Administration Council is regulated by the Regulations on the Administration Council
11
of the Academy, approved by the Rector. Meetings are held monthly (excluding
summer months) on Thursday of the second week of the month.
Education Quality Council is a collegial advisory body operating on a voluntary
basis, the main areas of activity of which are the definition and updating of goals
and policies in the field of quality, planning and coordination of work on the
creation, implementation and improvement of the quality management system of the
Academy, solving some fundamental issues of its development. Meetings are held
monthly (excluding summer months) on Thursday of the second week of the month.
Developed and approved by the decision of the Council for the Quality of
Education from 11/21/2018 "Quality Manual", which describes the quality management
system of KSMA, including the quality assurance policy, defines the Process Model
and the Register of QMS processes with the definition of responsible persons and
structural units. Developed and approved Methodological guidelines for monitoring
and assessing the quality of the educational process in KSMA. The procedure and terms
for submission of plans and reports on the implementation of the Development
Strategy of the KSMA have been determined.
Meetings are held regularly, once a month Main educational and
methodological committee KSMA. The activities of GUMK cover the main problems of
methodological support and improvement of the educational process, generalization
and Spread advanced experience by organization and improvement of educational and
methodological work, the introduction of new teaching technologies. Meetings are
held monthly (excluding summer months) on the Tuesday of the third week of the
month.
Trustee advice - organ co-management state institution that does not have the
status of a legal entity, formed in the manner prescribed by the Law of the Kyrgyz
Republic About the board of trustees dated May 30, 2014 No. 81. The purpose of the
Council is to promote the improvement of the quality of services provided, the
transparency of the activities of social institutions, as well as the effectiveness of the
use of extra-budgetary funds.
The council is formed in accordance with Ch.2 of the Law of the Kyrgyz
Republic "On the Board of Trustees" from among capable citizens of the Kyrgyz
Republic with experience of work in institutions of the social sphere or public
activities and representatives of business circles, scientific and educational
organizations, cultural and social institutions, non-governmental and international
organizations, representatives of commercial and non-commercial organizations ,
student and parent associations.
Finance committee is a recommendatory and advisory body. The purpose of the
work of the financial committee is to ensure maximum transparency and publicity in
the planning, distribution and use of budget and extrabudgetary funds of the KSMA.
Meetings are held as needed.
The issues of undergraduate education are dealt with and supervised by the
Vice-Rector for Academic Affairs, postgraduate education - the Vice-Rector for
Scientific and Clinical Work and the Dean of the Faculty of Postgraduate Medical
Education (FPMO).
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 The planning, organization of the educational process, control of educational
and methodological work and assessment of students' knowledge is carried out by the
Educational Methodological Department (UMO) of the Academy under the guidance
of the head of the department.
The UMO includes: (1) the sector for planning, implementation and
methodological support of educational programs, (2) the sector for organizing the
educational process, (3) Center for Clinical Skills Development, Knowledge
Assessment and Work Practice(CRKNOZiPP), (4) Sector for Technical Teaching Means
(TCO)
Since 2010, educational and methodological profile committees (UMPK) have
been created and are working in specialties, which include specialists from
departments, UMO and coordinators of the UKS, coordinators of courses by
modules.
Automation systems management and functioning united the integrated
database of KSMA is carried out using a local automated control system (ACS) -
"AVN". Maintenance and development of the ACS is carried out under an agreement
with the company "AVN" LLC through the educational portal http://avn.kgma.kg
and the department of system and software, which is a structural subdivision of the
KSMA.
For high-quality management of the university, the following AVN subsystems
have been introduced and used:
• "Selection committee": automates the work of the selection committee and
ensures the storage of personal files of applicants and information on the results of
admission for use in the departments of the university. In addition, it provides
applicants and parents with up-to-date information on the progress of documents
acceptance and the enrollment process.
• "Student HR Department": accounting and analysis of personal and public
information of students being trained, accounting of orders and instructions for
students and personal affairs. The information system "Student personnel
department" is the basis for the design of all other elements of a unified information
system for managing the educational process. Information about the student is used in
all processes taking place in the university: planning the educational process, research
work, the rating system for assessing knowledge, recruiting and distributing the
teaching load, etc.
• "Human Resources Department": automation of the work of the personnel
department, displaying information about all employees of the KSMA, staffing and
accounting for the movement of employees and teaching staff, traditional tasks of
personnel accounting by orders, etc.
• "Dean's office": the formation of electronic sheets for exams, entering the
final exam grades).
"Testing": conducting a computer assessment of knowledge, including an
introductory assessment of the knowledge of foreign applicants, the current and final
assessment of the knowledge of students and graduates, residents.
• "Questionnaire": computer survey of students' satisfaction with the quality
13
of the educational process at KSMA.
• "UMO" - preparation of curricula, registration of students according to the
CPV,
• "Performance" AVN6 - for calculating and distributing the teaching load of
departments and AVN13 - for taking into account the progress of full-time students in
the context of discipline.
• "Teacher" - in the process of approbation.

In 2019-2020 adapted AVN subsystems for managing educational programs on

the postgraduate level. Also for Postgraduate learning platforms are used by Moodle
and Doodle.
In order to optimize the system of providing services for issuing documents
(certificates, bypass lists), reduce time costs, queues and create other favorable
conditions for employees and students, the “Single Window” program was introduced
in the AVN system and a single window office was organized. The system unites the
following divisions of KSMA:
• HR and Legal Department;
• Student Records Sector;
• Department of financial and economic work and accounting;
• Library;
• Archive;
• Deans' offices;
• Dormitories.

In connection with the situation with the pandemic and the order of the
Ministry of Education and Science of the Kyrgyz Republic on the organization of
distance learning for students and residents in March 2020, the "Educational portal" of
the AVN system was introduced in KSMA - http://lms.kgma.kg:85/Index.aspx ... This
is a specially created educational portal in the unified information system for
managing the educational process in KSMA. This platform is tied to the student office
work sector (operational maintenance of databases for students, groups, deductions,
transfers from course to course and from other universities, etc.), the personnel
department (teachers), the educational and methodological department (curriculum
and definition study load), departments and dean's offices (academic performance,
etc.) on the KSMA's own server. This platform allows you to organize different modes
of training, conduct testing and questionnaires of students, generate statements for
passing testing and their reporting, as well as keep statistics on the lessons conducted
and document implementation of the curriculum. The assignment of students is
formed automatically by groups and by teachers in accordance with the study load.
Along with AVN, distance learning was based on the MOODLE platform
https://www.learning.kgma.kg. This is a specially created educational portal based on
the use of open source software "MOODLE" (Modular Object-Oriented Dynamic
Learning Environment - Modular object- oriented dynamic learning environment).
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In this portal, electronic educational resources in PDF format were uploaded (thematic
plans, outlines of practical classes, lectures, etc.) and informing students, in general, on
the faculty, course and subject, without individual lessons in groups.
Due to the fact that educational programs in medicine have their own specifics
of organizing the educational process (passing practical classes and industrial practice
at clinical sites, accounting for round-trip times and quiet hours in hospitals, etc.)
specially by the company "Center of Competence on a schedule" (St. Petersburg) for
KSMA in 2019 a computer program "1C: Schedule" was developed. In this program, a
schedule of practical classes and lectures for a semester is drawn up, as well as a schedule
of exams and retake sessions. For the program to work, the normative and reference
information (disciplines, premises, groups, departments) and working curricula for all
faculties and courses are first loaded. According to the working curricula, the
schedule of the educational process of all faculties and courses and the calendar plan
of each discipline for all faculties and courses per semester are drawn up and
introduced into the program. The program provides scheduling of practical classes and
lectures indicating specific classrooms without overlapping one class on another. The
schedule is automatically displayed on the KSMA website.

Also, for the interactive touch panel in the main building of the KSMA, an
application "Schedule" has been developed and implemented, where students can view
the schedule both for the current week and for the following weeks.
For the automation of accounting and tax accounting, including the preparation
of mandatory (regulated) reporting, the KSMA has introduced and uses the automated
system "1C: Accounting".
For automation library technologies and corporate interaction in the KSMA
library uses an integrated library and information system "IRBIS", responding to all
international requirements for modern library systems, while at the same time
supporting the diversity of library traditions. The following system modules have been
introduced and used:
• "ADMINISTRATOR" - the workplace of a specialist performing system
operations on databases in general, aimed at maintaining their relevance, integrity and
safety.
• AWS "KOMPLEKTATOR" - performs the functions of acquisition and
accounting library funds in the IRBIS System.
• "CATALOGIZER" - performs all the functions of forming and maintaining
databases in the IRBIS System (processing, description of any types of publications,
including electronic resources, description of periodicals at the consolidated level and
at the level of individual numbers, taking into account information about the articles
included in them).
• "READER" - designed to provide access to databases an electronic catalog in
order to search for the necessary literature (information) and form an order for its
issuance in the IRBIS System.
• AWS "KNIGOVYDACH" - performs the functions of issuing and returning
literature.
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 Assessment of the infrastructure of KSMA

The educational and laboratory base of KSMA has the necessary number of
classrooms equipped with modern technical teaching aids:
• 15 computer labs used to teach modern computer technologies, including
informatics and programming, as well as for independent out-of-class work of students
(7 classes at the Central Regional Research and Healthcare Center, 3 classes in the
electronic library, 5 classes at the Department of Informatics);
• 22 multimedia streaming classrooms equipped with modern multimedia
equipment for conducting classes and other events (scientific, social, etc.) using video
presentations;
• 33 specialized premises, including: 3 preparatory (department histology,
pathology, forensic medicine); 1 section (department of forensic medicine), 1 morgue
(department of normal anatomy), 1 anatomical museum (department of normal
anatomy), 1 x-ray room, 1 museum of plastination (departments of normal and
pathological anatomy, forensic medicine, etc.), 1 restoration office; 20 simulation
rooms and phantom classes (3 dental rooms, 1 - a dummy room of the Department of
Normal Anatomy, 1 - Department of Nursing, 2 - Department of Obstetrics and
Gynecology No. 1 and 2, 1 - Department of Anesthesiology and Reanimation, 12 -
CRPNiOZ), 1 language lab; 3 - vivarium.
• 9 laboratories (8 educational, 1 research) for conducting practical classes,
experiments and research in microbiology and biochemistry; histological laboratory;
laboratory of pathophysiology; food quality laboratory; dental laboratory; drug
technology laboratory; biomedical laboratory; central research laboratory.

To develop the clinical skills of students in KSMA, there is a Center for the
Development of Clinical Skills and Knowledge Assessment (CRKNiOZ), equipped
with simulation equipment and dummies of various levels of realism. In addition, the
KSMA has a Biomedical laboratory equipped within the Erasmus + KyrMedu project,
for conducting classes and developing skills forworking on modern medical equipment
(ultrasound, ventilator, ECG, etc.)
For the development of technologies and skills of distance learning in KSMA is
open Remote center and continuous learning equipped computer equipment and
software AVN, "Doodle", "Moodle" and Zoom.

There are 8 equipped gyms, 7 training grounds (basketball, volleyball, football

(2), street workout) equipped with appropriate sports equipment for physical
education andsports activities. There are sections for sports in the hall.

For students with specially equipped culture halls.

disabilities, are available for conducting classes in medical and physical

The library fund meets the requirements for training specialists in educational
16
programs and has more than 613,472 storage units, of which:
• printed publications (textbooks, teaching aids, dissertations, abstracts,
periodicals, etc.) - 607,670 items;
• electronic (textbooks, educational-methodical and video materials) - 5 802
units.
...

KSMA has its own material and technical base for high-quality training of
specialists, as well as a campus for students to live. The total area of the academy is
about 20.8 hectares (building area 3.15 hectares), on which are located: 6 educational
buildings; 6 hostels,
Centre development clinical skills, appraisals knowledge and industrial practice,
Dental educational-scientific-clinical base, Educational-medical-scientific medical
center, Student campus Tash-Dobo, High-mountain scientific and medical educational
center named after Raimzhanova, Educational sports and recreation base "Ak-Bulun"
(Ak Bulun village, Issyk-Kul region). The total area of its own premises is - 70113.0
sq.m. In addition, on the basis of contractsconcluded with 27 healthcare organizations
on the basis of operational management rights, there are training premises with a total
area of 7,063.41 sq. M.

Figure 1.2. Material and technical base of KSMA

KSMA owns 6 educational buildings, 1 Conference hall, 500 seats, 7

dormitories, on the 2 research bases
(High-mountain scientific and medical educational center named after
Raimzhanov on the TuyaAshu pass, Educational sports and recreation base "Ak-Bulun"
in the Issyk-Kul region), a household yard, warehouses located on 15 land plots with a
total area of 20.8 hectares. The total area of own premises is - 71576.8 sq.m.
In addition, on the basis of contracts concluded with 196 healthcare
organizations, there are training premises on the basis of operational management
rights, of which 81 healthcare facilities are in Bishkek and 115 in regions with a total
area of 15970.3 sq. M.
The educational process involved 33 lecture halls, 1 conference hall for 500
seats, 1 conference hall for 30 seats, 3 meeting rooms for 25 seats, laboratory and
practical classes are held in 525 classrooms, as in our own educational buildings. and at
the clinical bases of healthcare organizations in Bishkek.

It should be noted that for the first time in the past 34 years from all state
universities in the country, KSMA at its own expense built a new academic building
"Conference Hall of the 80th anniversary of KSMA" with a total area of square meters,
with a hall for 500 seats and 2 meeting rooms 25 seats each.
Thus, for 1 (one) student there is more than 9 square meters, which meets the
licensing requirements.
The departments have 668 computers, 180 laptops, 154 portable projectors, 31
17
interactive whiteboards. All computer rooms have a local area network that allows you
to connect through a server to the global Internet. The department of distance learning
was equipped, the software “Doodle” and “Moodle” were installed for conducting
distance classes with students in the regions.

Clinical bases for KSMA are both health care organizations in Bishkek, all health
care organizations of the republican level, and healthcare facilities in the regions. A
total of 148 clinical sites, of which 72 healthcare facilities are in Bishkek and 76 in the
regions.

Assessment of the book supply of the educational process Service of readers

in the library is carried out on 7 subscriptions, 7 reading rooms, designed for 251
seats (provision is 3% of the total contingent of students) and 3 halls of electronic
resources. There are 6 computers for book distribution, 3 computers for readers in the
reading room to search for the necessary material, 39 terminals in the halls of electronic
resources (2 halls for 29 terminals in the main building and 1 hall for 10 terminals in
the Morphocorpus) and 3 servers for receiving and processing search queries for
readers.

The automated library system "IRBIS64" has been introduced in the library, in
particular, the following modules have been introduced and used:
"ADMINISTRATOR", "COMPLETER", "CATALOGIZER", "READER", "BOOK
DISTRIBUTION"

The introduction of the automated information and library system "IRBIS-64"

made it possible to use new information technologies in the library's work. An
electronic catalog and electronic card indexes have been created, allowing the library's
readers to find the necessary information about the book in a matter of minutes, to
select literature on the topic. The library has access to the reference search databases
Web of Science, Hinari, eLIBRARY.RU, Polpred, as well as free access to eIFL resources:
Edward Elgar Journals & eBooks, IntellectJournals, IOPScience, an electronic reference
database of normative documents (clinical protocols, SNiPs, etc.). etc.). Readers are
provided with free access to the Internet from personal computers, and services are
provided. The library collection also contains texts of textbooks, teaching aids on
electronic media.

For a more complete provision of access at any time of the day to the electronic
resources of the KSMA library, its own official website of the library
http://library.kgma.kg has been created. The library site provides the ability to
remotely access full-text databases of textbooks, teaching materials. Access to the
resources of the electronic library is possible only for KSMA readers through
authorization (login and password). The site also contains information about new
arrivals of printed publications and holds virtual exhibitions of publications
/http://library.kgma.kg/jirbis2/ru/. Also, the library staff annually hold book
18
exhibitions.

The library fund is annually replenished with periodicals (up to 20 sets of

newspapers for 6 titles and more than 38 titles of magazines for 2-3 sets) and new
educational publications. Over the past 5 years, there has been a steady tendency to
increase purchases of educational and educational-methodical literature, while the
quality of purchased literature has increased. So in 2019, 3387 units were purchased in
the amount of 8,312,905 soms.

14000
12000 7,000,000
6,000,000
10000
5,000,000
4,000,000
3,000,000
2,000,000
1,000,000

Fig. 3. The trend of increasing purchases of educational and methodological

literature

For students, having limited capabilities health (visually impaired) there are 194
books in Braille, 25 audiobooks and computer software for reading books on the
computer "Balabolka", as well as specially designated places for listening to them in
the reading room of educational building №4.

The provision of students with compulsory textbooks and teaching aids for
KSMA is 1: 1. When there is a shortage of printed editions of textbooks, replicated
copies electronic textbooks and lecture notes / presentations.
The library serves readers on 7 subscriptions, there are 7 reading rooms for 251
seats. A library employee provides services to readers within 10 minutes. Literature
search is carried out at 2 terminals located in the reading room of the main building,
where there is access to the library fund bases. If the necessary literature is on hand, the
reader can book a book in the AWS "Book Distribution"

To provide students with access to the above resources outside of school hours,
8.00 a duty of teachers is organized at the departments. The working hours of the
library and reading rooms are set from 8.00 to 19.00 during the cold season, and from
to 21.00 in the warm season, without a lunch break / Appendix 160 Rector's order on
the working hours of the library reading room /.
19
 Despite the fact that according to the specifics of the profession received, among
the students of KSMA there are no students with limited mobility who move in a
wheelchair, the main building of KSMA and the KSMA Medical Center are equipped
with a ramp for visitors and disabled parents.

Book availability with hard versions of textbooks on subjects, according to the

computer database of the library fund, was 50%, this is due to the fact that only
textbooks were added to the computer database starting from 2000, the entire library
fund was not included.

Table 1.3. SWOT analysis of educational management effectiveness process

Strengths ( S - strengths)) Weak sides ( W - weaknesses))

1. Receiving independent accreditation 1. Lack of its own
for 5 years of all programs multidisciplinary clinical base
undergraduate, postgraduate, medium
vocational education.
2. Receiving independent institutional
accreditation for 5 years.
3. Availability specific Plan
implementation Strategies development
KSMA with indicators;
4. Availability Manuals bymonitoring and
evaluation educational process;
5. Availability of collegial management
bodies;
6. Functional character two-tier control
system, providing operational
management with a degree of autonomy
and the corresponding a responsibility
structural subdivisions
7. The organizational structure of KSMA
does not allow duplication or "loss" of
spheres regulation managerial functions;
8. Mobility of the control system with a
certain degree of performance of
individual functional responsibilities;
9. The position of the "flagship" in the
market of educational services in the field
of higher professional education

20
 Capabilities ( O - opportunities) Threats ( T - threats)
1. integration into the global educational 1. Insufficient state funding
space by increasing the academic mobility 2. Fierce competition of the country's
of students and faculty universities, due to the dumping of tuition
2. growing interest in vocational education fees;
from international foundations

21
 CHAPTER 2. ASSESSMENT OF HUMAN RESOURCES OF KSMA

In KSMA, specialists are trained in full-time education on a budgetary and

contractual basis at 8 faculties and 60 departments.
Currently, 18 honored doctors of the Kyrgyz Republic, 6 honored scientists, 4
corresponding members of the Kyrgyz Republic, 6 academicians of the National
Academy of Sciences of the Kyrgyz Republic work at the departments, two
academicians have been awarded the honorary title of "El Baatyr".
1157 highly qualified teachers are involved in the implementation of the PLO,
of which 813 are full-time employees, which is 70.3% and meets the requirements of
the "Temporary Regulation on the Procedure for Licensing Educational Activities of
the Kyrgyz Republic".
The share of teachers with an academic degree and / or academic title in the total
number of teachers providing the educational process in PLO at the undergraduate
level is 43.3%, which also meets the requirements of the "Temporary Regulation on the
Procedure for Licensing Educational Activities of the Kyrgyz Republic" (there must be
at least 40%).
The share of teachers with an academic degree and / or academic title in the
total number of teachers providing the educational process in PLO at the postgraduate
level (residency) is 61.6%, which also meets the requirements of the "Temporary
Regulation on the Procedure for Licensing Educational Activities of the Kyrgyz
Republic" (must be at least 60%).
In total, teaching is conducted by 890 teachers, taking into account the total
contingent of students (7242 in total), on average there are 8 students per teacher, which
corresponds to the minimum licensing requirements - no more than 12: 1.
The share of full-time teachers with an academic degree and / or academic title
to the total number of students is 45.5%, which corresponds to licensing requirements -
at least 40%.

In order to provide conditions for continuous training of teaching staff in

innovative educational methods and technologies, a modern infrastructure has been
created in KSMA, which includes organizational, material-technological and
information-communication components.
One of the subdivisions of the KSMA is the Center for Distance and Continuous
Education (CDiNO) and the Center for the Study of Foreign Languages (TsIIYa). In
general, they provide continuous professional development of the main part of the
KSMA employees. KSMA employees also actively participate in industrial internships,
conferences, seminars, competitions, etc.
So for 2019-2020, 371 students from among the teaching staff of the KSMA
were trained at the Central House of Education and Science. Also, there is a steady
tendency (trend) of the growth of academic mobility of teachers of KSMA. In 2019-
2020 account. year 191 teachers participated in academic mobility.

22
 40% 37%

35%

25% 22%

13%

10%
five%

five%

0%

Fig. 2. The trend of academic mobility of the teaching staff of the KSMA
over the past 5 years

Despite the difficult epidemiological situation for coronavirus, teachers of

KSMA continued to actively participate in various congresses, conferences and distance
learning seminars.
At the Center for the Development of Clinical Skills and Knowledge
Assessment, teaching staff is trained in modern technologies for assessing the
knowledge and skillsof students (writing tests, computer testing, OSKE), as well as the
use of simulation equipment.
By the software and systemic securing provided technical support for the
training of teachers and maintenance of the technical system in good working order.
Everything structural subdivisions provided computer and demonstration
equipment and INTERNET communication. In addition, interactive whiteboards and
other modern equipment were purchased and used. An automated information
management system has been introduced.
Teaching teaching staff in innovative teaching methods and technologies is
carried out on a regular basis as part of the course for advanced training of teaching
staff in pedagogy and teaching methods, as well as in the form of 1-3 day seminars and
trainings, as well as within the framework of academic mobility programs.

In connection with the epidemiological situation with the coronavirus

infection COVID-19, the mastery of all teachers and staff, regardless of age, distance
learning and communication methods, took place at an intensive pace. So in just two
months (March-April) 2020, 28 web meetings were held online (meetings of academic
councils, council of the university administration, workshops with deans,
departments), a total of 800 teachers and employees of KSMA took part.

In order to increase the motivation of teachers in improving the quality of

teaching, a rating assessment of the activities of the teaching staff of the KSMA was
23
developed and implemented in KSMA, aimed at recognizing the merits of the
academic activities employees, them scientific achievements and pedagogical
qualifications.
One of the main tasks such an assessment is to improve the quality of work a specific
teacher and through this achievement of broader goals - improving the quality of curricula
and the new quality of educational academy activities.

The rating assessment of the teaching staff activity consists of the main three
indicators:
1. Self-assessment results;
Satisfaction students quality teaching educational disciplines and professional
skills of the teacher - "teaching staff through the eyes of students";
2. The results of certification (expert assessment).
This report presents the results of self-assessment of teaching staff and
"teaching staff through the eyes of students" conducted in 2020.

Teaching staff self-assessment (2020)

Timing of behavior: May 2020

Assessment object: faculty of KSMA
Assessment subject: the quality of teaching of academic disciplines and the
professional skills of teachers of KSMA.
Sample: 927 teachers (60 departments), including both main and part-time
teachers, took part in the assessment.
Assessment method: self-assessment using Questionnaires.
For the self-assessment of the teaching staff, two electronic forms of self-
assessment of the teaching staff (Questionnaires) were specially developed:
1. Self-assessment form for teaching staff of clinical departments;
2. Self-assessment form for teaching staff of theoretical departments.
Self-assessment of the quality of professional activity of the teaching staff was
carried out in the following blocks of activity of the teaching staff:
I. Qualification potential (title, degree, etc.);
II. educational, organizational and methodological work,
III. research work;
IV. provision of advisory, methodological and practical assistance;
V. medical and diagnostic activities (for clinical departments);
VI. educational and socially significant activities, the image of the KSMA.
Method collection of information: Each teacher independently filled out an
electronic form. To the department of quality management of education KSMA

24
submitted an electronic version of the completed form by e-mail, and a hard version
(printed on paper) signed by the teacher and the head of the department with
supporting documents.
Evaluation was performed for each criterion, for which a certain point was assigned in the
range from 5 to 20 points, depending on the significance of the criterion. The final assessment of
the teacher's activity was deduced by simple summation of points. To assess the rating of
teaching at the department, the average score was calculated.

As an interval scale, the values are: assessments identified the following

1. for theoretical departments:

• low rating - up to 280 points;
• average rating - from 280 to 400 points;
• high rating: over 400 points.
2.for clinical departments:
• low rating - up to 2400 points;
• average rating - from 2400 to 4500 points;
• high rating: over 4500 points.
Feedback: The results of self-assessment of teaching staff were discussed at a joint meeting
of the administration and the department. The general final report is considered at the
meeting of the Council for the quality of education. A printed version of this final report will
be presented to all structural divisions of KSMA.

Self-assessment results
As a result of the self-assessment, in which 23 theoretical departments (322
employees) and 34 clinical departments (605 employees) took part, it was found that
most of the departments rated themselves low (Fig. 3.). So, among the theoretical
departments with a low rating there were 14 departments (60.9%), with an average
rating - 7 departments (30.4%) and only 2 departments with a high rating (8.7%). Among
clinical departments with a low rating - 22 departments (64.7%), with an average - 7
departments (20.6%) and with a high rating score there were only 5 departments
(14.7%).

25
 70.00% 64.70%
60.90%
60.00%

50.00%

40.00%
30.40%
30.00%
20.60%
20.00% 14.70%
8.70%
10.00%

0.00%
High rating Average rating Low rating
Theoretical departments Clinical Departments

Figure 2.1. Comparative assessment of rating indicators of theoretical and

clinical departments of KSMA for the 2017-2018 academic year

When analyzing the blocks of professional activity of the teaching staff of the
departments, according to the results of self-assessment, it was found that in the block of
educational, organizational and methodological work, theoretical and clinical departments rated
themselves at approximately the same level (Fig. 2.2.). Obviously, this is due to the fact that there
are established norms of loads for educational, methodological and organizational work.

26
 2000.0
1800.0
1600.0
1400.0
1200.0
1000.0
800.0
600.0
400.0
200.0
0.0
Work on Educate
Educational punishment linen and Therapeutic
Scientific
organizer the result others diagnostics
investigate
ionic and spruce
willow public cheskaya
methodical help activities
Work
what work state agency be
m ti
Average score for
151.5 47.3 25.9 51.8 0.0
theory of departments

Average score for the class of cafe. 151.3 74.4 786.3 35.5 1786.7

Fig. 2.2. Comparative assessment of the activities of departments by blocks of indicators

By blocs research and advisory help

For government agencies and organizations, the indicator for clinical departments is higher
than that of theoretical ones.
In the block of educational and social work, the indicators are higher in
theoretical departments than in clinical ones.
In clinical departments, the prevalence of treatment and diagnostic work and the
provision of advisory assistance to healthcare organizations over educational,
methodological, scientific and educational work is noted. In this case, it is necessary to
revise the grading system (number of points) for these blocks of teaching staff activity.

Detailed information on the departments is presented in table. 2.1. and 2.2.

27
 Tab. 2.1. Summary data on the rating self-assessment of the teaching staff of theoretical departments

Rating scores (in points)

No.
Chairs Educational and methodical. Scientific research. The advisory Educational General
p/p
Work activity help activity score
High rating - over 400 points
one General and wedge. Epidemiology 263 141 43 71 518
2 General Hygiene 255.0 66 31.25 66.3 418.5
Average rating - 280-400 points
one Foreign and Latin. languages of 170 59 136 28 393
2 Philosophy and general. Sciences of 145.65 47 80 79 351.7
3 Hygienic Disciplines of the Kyrgyz 140 61 51 90 342
four language 146 77 13 106 342
five Pathophysiology 187 60 10 60 317
7 Normal and top. anatomy 168 25 21 86 300
eight Histology, cytology and embryos. 224 41 13 21 299
Low rating - up to 280 points
one Base and wedge. pharmacology 186.6 55 15.2 9.8 266.6
2 Pharmacognosy l / means UEF 165 48 2 45 260
3 and TLS 157.98 23.33 0 78 259.3
four Public Health Medical Biology 98 95 34 thirty 257
five 142 33 42 39 256
6 Physical education 80 2 2 157 241
7 VMP 157 0 0 73 230
eight Physics, mathematics, computer 127 22 37 twenty 206
nine science Microbiology 115.77 46.11 3.39 36.39 201.7
10 Foundation and wedge. Physiology Wedge. 122 42 fourteen eighteen 196
eleven rehabilitation and physiotherapy of the 93 36 24 31 184
12 Russian language 129.29 27.08 five twenty 181.4
13 Pathological anatomy 97 53 nineteen eight 177

28
fourteen Biochemistry 116 29 one eighteen 164
Average theoretical score Chairs 152 47 26 52 260

Tab. 2.2. Summary data on the rating self-assessment of the teaching staff of clinical departments for the 2017-18 academic years

Rating scores (in points)

No. Qty
nn
Department
PPP Educational method. Scientific research. Advisory Curative Educational
Total
Work Work ah help Work i work
High rating - over 4500 points
one Anesthesiology 25 223 99 25628 111 2 26063
2 Faculty surgery fifteen 124 87 108 7452 31 7802
3 Neurosurgery 12 68 82 13 6572 eighteen 6753
four Traumatology fourteen 113 113 3 5842 37 6108
five General surgery with K 22 97 132 five 4709 fifteen 4958
Wednesday ny rating - 2400-4500 points
one Pediatric surgery 28 71.4 37.9 5.2 4343.1 4.5 4462
2 Hospital surgery with OH 3 nineteen 265 242 23 3618 91 4239
Surgical dentistry 4 21 123 45 10 3446 38 3662
Obstetrics and gynecology №1 5 fourteen 292 124 141 2629 52 3238
Pre-surgery 17 145 92 57 2457 29 2780
6 Faculty therapy 45 127.7 121.4 51.91 2320.2 60.9 2682
7 Otolaryngology fifteen 122 60 twenty 2180 39 2421
Low nd rating - up to 2400 points
one Phthisiology 10 178 127 104 1805 73 2287
2 Oncology fourteen 137 47 nine 1805 fifteen 2013
3 Obstetrics and gynecology №2 4 17 262 85 81 1256 46 1730
Urology 10 87 64 31 1511 24 1717
five Ophthalmology 10 124 32 65 1360 21 1602
6 Faculty Pediatrics 25 123 35 21 1159 46 1384

29
7 Hospital therapy with PGK 23 158 79 66 900 42 1245
eight Dermatovenereology 10 170 77 6 919 25 1197
nine Infectious diseases sixteen 170 66 77 656 64 1033
10 Radiation diagnostics eight 91 64 0 806 fifteen 976
eleven Childhood infections sixteen 144 147 56 433 39 819
12 Neurology 17 124 28 nine 574 27 762
13 Nursing eleven 199 72 eighteen 260 108 657
fourteen Pediatric dentistry twenty 130 40 7 437 26 640
fifteen Family medicine 24 221 58 nine 206 32 526
sixteen Hospital Pediatrics 25 178 nineteen eleven 262 13 483
17 Forensic medicine 7 95 109 fourteen 239 sixteen 473
eighteen Having passed. childhood sixteen 182 twenty 10 178 17 407
nineteen illnesses Prop. Internal Medicin esixteen 223 23 44 67 35 392
twenty Medical Psychology, PN 19 127 29 twenty 173 28 377
21 Therapeutic Dentistry 21 142 37 0 35 26 240
22 Orthopedic dentistry 23 108 36 12 27 52 235
Average wedge score. Chairs 605 151.3 74,392 786,327 1786.69 35.51 3130.1

thirty
2.2. "A teacher through the eyes of a student"

In order to study the opinions of students about the quality of teaching

academic disciplines and the professional skills of teachers, a survey of students of all
faculties and courses "Teacher through the eyes of students" was carried out.

The sample type is quota.

The survey is conducted among students of all 8 faculties from the 1st to the 6th year.
In total (sample size) 3125 students took part in the survey (Table?) And 563 teachers (51% of
the total teaching staff) of 57 departments were evaluated.
The method of collecting primary information is a survey using the
questionnaire "Teacher through the eyes of students" ( Appendix 4). The method of
filling out the questionnaire is an individual form of student answers to the
questionnaire in electronic format in computer labs (venue - Testing Center), as well as
in on-line mode using a specially developed computer questionnaire program of the
KSMA.
The survey was conducted in May 2018.
In order to get acquainted with the peculiarities of working with the questionnaire,
in each surveyed stream of students, a preliminary short briefing was carried out by the
responsible from the department of software and system support. The respondents
assessed the work of teachers on 9 qualities:
1. Clarity and accessibility of presentation;
2. Stimulating interest in studying the discipline;
3. Ability to form student's systemic thinking;
4. Using an interactive teaching method (the student's ability to ask questions);

5. Ability to own the audience;

6. Demeanor;
7. Availability for out-of-class consultations;
8. Corruption;
9. Teaching quality (overall assessment).
The assessment was carried out using the Likert scale (a question with a proposal to
indicate the degree of agreement or disagreement with a certain statement) for five
answer options:
1. Strongly disagree
2. Disagree
3. I doubt it
4. Agree
5. I completely agree
Assessment of the degree of students' satisfaction was carried out, according to the
summary assessment, calculated as the proportion of the sum of positive answers ("completely
agree" and "agree") from the maximum possible sum of answers.

31
In question 8, “No corruption,” the reverse scoring methodology was applied.

In the summary assessment, the degree of student satisfaction over 80% was
assessed as high, in the range from 50% to 80% - as average, less than 50% - as low.

Survey results:
According to the results of the survey, the general high satisfaction of students
with the quality of teaching at KSMA was noted - 84.1% (Fig. 2.3.).

Mean 85.1

Question 9. I believe that the quality of teaching

84.5
discipline is high.

8. There were no cases when the teacher

demanded or sought certain services for a pass or 84.3
a grade in exams.

7. The instructor was available for

79.5
extracurricular consultations on the course.

6. Has a demeanor,
treats students with respect, showing 86.9
benevolence and tact.

5. Skillfully owns the audience, monitors its reaction,

competently translates the discussion into 85.1
constructive course.

4. In the classroom, the course provided

89.1
the ability to ask the teacher a question

3. Forms systemic thinking in the student, linking

the essence of his subject with other disciplines, 85.1
determining the place and meaning ...

2. Stimulates interest in the content and study

of the discipline, using active teaching methods 81.0
(role plays, discussions, ...

1. Explains the material in a clear, accessible way,

explains difficult places and highlights the main 90.3
points, creates a logical sequence in ...

74.0 76.0 78.0 80.0 82.0 84.0 86.0 88.0 90.0 92.0

Figure 2.3. Satisfaction of students with the quality of teaching and

professional skills of teachers of KSMA (2017-2018)

The greatest satisfaction of students was noted for the clarity and accessibility of
the presentation of the material by the teachers (90.3%) and the ability to ask the teacher a
question (89.1%). The smallest indicators are marked by

32
availability of teachers for extracurricular consultations on the course (79.5%) and the
use of interactive teaching methods (81%) (Fig. 2.4.).
It should be noted that the satisfaction of students according to these blocks of
professional skills of teachers of theoretical departments does not differ much from the
teaching staff of clinical departments.
However, in general, student satisfaction with the quality of teaching at clinical
departments is slightly higher than at theoretical departments: at theoretical departments
- 85.5%, at clinical departments - 91.8%.

95.0%

90.0%

85.0%

80.0%

75.0%
theoretical

clinics
70.0%

Fig. 2.4. Student satisfaction with the quality of teaching

disciplines

It should be noted in the analysis of question 8 - "Were there any cases when
the teacher demanded or achieved certain services for the pass or the mark on the
exams?" the method of the opposite meaning was used and the question was
reformulated as follows - “absence of corruption” (84.3%). Despite the fact that
students' satisfaction with the absence of corruption can be assessed as “high”, it is
alarming that about 15.7% of the surveyed students nevertheless answered that there
were cases when the teacher demanded something for an exam or test. At the same
time, the percentage of such answers was higher when assessing the teaching staff of
theoretical departments. However, it should be noted that when discussing the results
of the survey with the departments, some teachers noted that the question was not
clearly asked and perhaps the students were disoriented in this matter.

33
 Detailed information on satisfaction with the quality of teaching by department
is presented in Figure 2.5.

Table 2.3. SWOT analysis of the quality of PPP KSMA

Strengths Weak sides

1. Availability point-rating 1. Inadequate system evaluations

systems for evaluating the activities of teaching staff; (points) at self-esteem

2. General high satisfaction of students clinical departments, in particular,
with the quality of teaching at KSMA - medical work.
84.1% 2. The smallest indicators
3. The greatest satisfaction satisfaction marked by
students on the clarity and accessibility of availability of teachers for
the presentation of the material, the ability extracurricular consultations and
to ask a question to the teacher. using interactive
four. . teaching methods.
3. Availability some
dissatisfaction with the lack of
corruption;
Capabilities Threats (risks)
1. Development of a catalog of competencies 1. Resistance from the teacher
and the introduction of clear conservatively minded part
criteria professional PPP implementation of the catalog
appraisals activities PPP, in competencies of the teacher.
particular by rendering 2.
advisory help,
development of UMP, organization of CDS.
2. Revision point-rating
self-assessment system of teaching staff, in
terms of medical and diagnostic an d
advisory work

34
 62
Physical education

69 70 71 73 73
Ob. And clinical epidemic
Traumatology
Infectious diseases
VMP
Hospital surgery
Pathology

75 76 76 76
Family medicine
Figure 2.5. Satisfaction of students with the quality of teaching at the departments (2017-2018)

Histology, cytology and embryos.

OZZ
Forensic medicine

79 80 81 81 81 82 82 83 83 83 84 84 84 85 85 85 86 86 86 86 87 87 87 87 87 87 88 88 88 88 88 88 89 89 90 90 90 90 91 91 91 91 91 92 94 94
Pediatric surgery
Otoringology
Hygienic disciplines Basis.
and clinical pharmacy
Surgery ob.practice
Medical biology
Average% by KSMA
General hygiene
Faculty of surgery
Propedeutics of Internal Diseases
of Foreign and Latin Languages
Patphysiology
Hospital therapy
Hospital Pediatrics
Pediatric dentistry
Philosophy and Societies. sciences
Normal Anatomy
Biochemistry and bioorganic chemistry

Pre-surgery
Urology
Radiation diagnostics
Psychiatry
Fund. And Clinical Physiology
Obstetrician and gynecological No. 2

Phthisiology
Wedge rehab. and physiotherapy
Kyrgyz language
Pharmacognosy lek / funds
Nursing
Neurology
Dentistry therapist
Obstetrician and gynecological No. 1

Informatics
Dermatovenereology
Anesthesiology
Faculty Pediatrics
Dentistry surgeon
Neurosurgery
Russian language
Pediatric diseases
Faculty of therapy
Oncology
UEF and TLS
Children's infectious diseases

Microbiology
Orthostom
Ophthalmology
35
 CHAPTER 3. STUDENT SATISFACTION ASSESSMENT
QUALITY OF TRAINING PROGRAMS

This chapter presents a descriptive and analytical report based on the results of a
student survey, which was conducted from April 23 to May 30, 2020 among KSMA
students from 1 to 5 courses at all faculties (Order of the KSMA rector No. 144 of
04/23/2020).
purpose research - assessment student satisfaction quality
educational program and evaluation of the work of the departments of KSMA.
The main objectives of the study:
• appraisal overallsatisfaction students KSMA quality
educational program;
• determining the degree of student satisfaction with the curriculum of modules and
various disciplines;
• formation of a rating of departments based on the results of a survey of students;
• development of recommendations for improving the quality of the educational
program and planning corrective and preventive measures.
Method sociological
estimates: interview fromusing specially
developed questionnaires for the study of satisfaction with the quality of modules for
students ( Appendix 5) and the quality of disciplines ( Appendix 6).
Rating scale: The assessment was carried out using the Likert scale (a question with a
proposal to indicate the degree of agreement or disagreement with a certain statement)
for five answer options:
1. Strongly disagree
2. Disagree
3. I doubt it
4. Agree
5. I completely agree
Assessment of the degree of students' satisfaction was carried out, according to the
summary assessment, calculated as the proportion of the sum of positive answers ("completely
agree" and "agree") from the maximum possible sum of answers.
In the summary assessment, the degree of student satisfaction over 80% was
assessed as high, in the range from 50% to 80% - as average, less than 50% - as low.

For the convenience of processing the obtained data, the automation of the input
and processing of information was carried out. As screen forms, we used the text of the
questionnaires, directly created for the survey in the AVN program with the help of the
editor for drawing up the questionnaires. Additionally, an additional program was
developed to display reports in the form of graphical data. The survey was conducted
online.

36
 Sample: two-stage-cluster. The sample was formed in accordance with the
requirements of the organization of sociological research. The percentage of
distribution of questionnaires among groups of students is calculated in accordance
with the number of students in all faculties. A confidence level of 95% was chosen with a
confidence interval (error) ±
4.9%;
According to the report generated in the AVN system in the electronic survey,
3016 students. Students from all 8 faculties took part in the assessment of the
curriculum of various disciplines.
The survey of satisfaction with the curriculum of the modules was carried out among
students of the faculties "General Medicine" No. 1, No. 2 and IG.

3.1. Assessment of student satisfaction with the quality of training modules

The introduction of a modular-integrated training system in KSMA was started in

2001 at the faculties of "General Medicine". In 2012, with the technical support of the
project "Reforms of medical education in the Kyrgyz Republic" within the framework of
the pilot project, the PLO in the specialty "General Medicine" was revised. In 2015, the
State Educational Standard 3 (GOS3) for the specialty "General Medicine" was developed
and approved on the basis of the implementation of a pilot project on the reform of
medical education. In 2015, satisfaction with the quality of modules was assessed
among students of the LF of 1-3 courses of study, i.e. among students enrolled in a pilot
educational program introduced in 2012.

In order to assess the quality of curricula modules and comparing progress in improving
the quality of modules, a survey of student satisfaction from the faculties of General Medicine
was conducted in the spring of 2020. At the present time, at other faculties, only one module
"Introduction to the specialty" has been introduced in the 1st year, in this regard, the
assessment of the modules was carried out only at the faculties of General Medicine. The
assessment of satisfaction with the quality of the modules was carried out acco rding to the
following criteria:
1. Explanation of the purpose and objectives of the module at the beginning of the module lessons

2. The relationship of disciplines in the module

3. Content of disciplines in the module
4. Applicability of the obtained theoretical knowledge in practice
5. Providing methodological and educational literature
6. Organization of independent work and advice
7. Satisfaction with the development of clinical knowledge
8. Comprehensibility of the knowledge assessment system

9. Objectivity of the final exam

10. Quality of teaching by module

37
 In total, the curriculum for the specialty "General Medicine" provides 25 modules
and blocks. Assessment of student satisfaction was carried out for all modules and
blocks (Fig. 3.1.).

Average satisfaction across all ... 68%

Diseases of the blood and organs ... 69%

Diseases of the gastrointestinal tract 64%

HIV / AIDS module 72%

Diseases of the heart and blood vessels 70%

Respiratory diseases 67%

MPS diseases 69%

Internal Medicine Unit 70%

Surgery Block 54%

ORP unit 53%

Block AiG 63%

Gynecology module 66%

Infectious diseases 70%

Rheumatic diseases 71%

Traumatology and Orthopedics 66%

Pediatrics 68%

Reps 67%

MVS 64%

NS 66%

ES 64%

SCM 70%

VVKM 76%

OKKO 78%

OMKK 80%

CHOZ 79%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Figure 3.1. Satisfaction of students of the faculty "LD" with the quality of the
modules and blocks for the 2017-2018 academic year

On average, the general satisfaction of students of the Faculty of General

Medicine with the quality of the modules conducted was 68%, which is assessed as
average satisfaction.

38
 The greatest satisfaction of students was noted in the modules "From molecule
to cell" (OMCC) - 80%, "Man, society, health" (CHO) - 79%, and "From cell to organ"
(OKKO) - 78%, conducted at the first 2 x training courses.
The least satisfaction of students is noted in the blocks "General medical practice"
(GP) (53%), "Surgery" (54%) and "Obstetrics and gynecology" (63%), conducted on 4-6
courses of study.
It should be noted that overall student satisfaction with the organization and
curriculum of the modules in the 2018 assessment increased compared to the 2015
assessment.
Satisfaction with the quality of the modules of the 1st year LF students
Module "People, Society and Health" (CHO): Satisfaction with the PSC module has a clear
upward trend. In the 2020 study, it was 90%, which is higher compared to 2018 and
more than 30% compared to 2015 (Fig.
3.2.)
Module "From molecule to cell" (OMCC): Satisfaction with the module in 2020 decreased
by 6% (83%) compared to 2018 (89%), but higher by 4% compared to 2015 (79%) (Fig.
3.2.). At the same time, satisfaction according to two problematic criteria noted during
the assessment in 2015, 2018 - this is (1) the availability of literature and (2) the
organization of the student's independent work - showed a high level (89.5%) and
(84.5%), respectively. ...
Module "From cell to organ" (OKKO): Overall satisfaction with this module in 2020
remained at the same level - 85%. In 2018, 2020 according to the criterion of the
organization of the CDS disciplines, a low level of satisfaction was noted (77%,
76.3%), respectively, in 2020, the criterion for the development of clinical skills attracted
attention, with low satisfaction (68.3%).

100%
90%
80%
70%
60%
2015-2016
fifty%
2017-2018
40%
2019-2020
thirty%

twe nty%

10%
0%
CHOZ OMKK OKKO

Figure 3.2. Comparative data on satisfaction of 1st year students with quality
modules (2015-2016, 2017-2018, 2019-2020 academic years)

39
 Satisfaction with the quality of modules of LF students of the 2nd year

Module "Introduction to Clinical Medicine" (VVKM): Satisfaction with this

module - average (74%), although it should be noted that, compared to 2015 (54%),
satisfaction increased by 20% (Fig. 3.3). An increase in satisfaction with the provision of
educational and methodological literature for the module, the final exam and the clarity
of the content of the disciplines of the module was noted. But there is a rather low
satisfaction with the organization of the IWS of the disciplines of this module and the
new knowledge gained.
Endocrine System (ES) module: Overall satisfaction with this module is average
(72%). Extremely low satisfaction was noted according to the criterion of security
educational methodological literature (36%), although there is
slight increase over 2015 estimate. In general, compared to the 2015 assessment data,
satisfaction slightly decreased (Fig. 3.3), mainly due to a decrease in student satisfaction
with the organization of test control, by almost 20% according to this criterion.

90%

80%

70%

60%

fifty%
2015-2016
40%
2017-2018
thirty%

twe nty%

10%

0%
VVKM SMS ES NS

Figure 3.3. Comparative data on satisfaction of 2nd year students with quality
modules (2015-2016, 2017-2018 academic years)

Module "Nervous system" (NS): Overall satisfaction with this module is average
(74%), but higher than the estimate in 2015 by 8% (Figure 3.3), mainly due to
increase satisfaction providing educational methodological
literature. Despite the increase in satisfaction with the CDS organization compared to
the 2016 estimate (33% in 2015 and 54% in 2018), satisfaction according to this criterion
remains low. There was a decrease in student satisfaction with the objectivity of test
control by almost 4% compared to the assessment in 2015.
Module "Musculoskeletal system" (SCM): Overall satisfaction with this module is
average (78%) (Fig. 3.3.). Extremely low satisfaction was noted according to the criterion
of provision with educational and methodological literature (40%).

40
It is not possible to make a comparative assessment of this module with the 2015
survey data, since this module has not been previously surveyed.

Satisfaction with the quality of modules of LF students of the 3rd course

Module "Urinary System" (UCS): Overall student satisfaction with this module in
the assessment in 2018 is average (75%), but 4% higher than in the assessment in 2015
(Fig. 3.4). The highest values of satisfaction were noted for the clarity of the goals and
objectives of the module, the relationship of the disciplines of the module and the clarity
of disciplines. There is a slight increase in satisfaction with the provision of educational
and methodological literature and the organization of IWS (31% in 2015 and 48% in
2018). Despite the increase in satisfaction with the CDS organization, satisfaction
according to this criterion remains extremely low. In addition, there is a decrease in
student satisfaction with the objectivity of test control by almost 17% compared to the
2015 estimates.
Module "Cardiovascular system" (CCS): Overall student satisfaction with this
module is average (70%), but 14% higher compared to the 2015 estimates (Figure 3.4).
The highest values of satisfaction were noted for the clarity of the goals and objectives
of the module, the relationship of the disciplines of the module and the clarity of
disciplines. The increase in satisfaction was noted mainly due to the increase in
satisfaction with the provision of educational and methodological literature and the
organization of the IWS. However, despite a slight increase in satisfaction with the CDS,
satisfaction according to this criterion remains low (39% in 2015 and 55% in 2018). In
addition, there is a decrease in student satisfaction with the organization of test control
by almost 18% compared to 2015.

80%

70%

60%

fifty%

40% 2015-2016

2017-2018
thirty%

twe nty%

10%

0%
MVS RS CCC

Figure 3.4. Comparative data on satisfaction of 3rd year students with quality
modules (2015-2016, 2017-2018 academic years)

Reproductive system (RS) module: Overall student satisfaction in this module is

average (74%). Conduct a comparative assessment
41
satisfaction with this module was not possible, since no assessment was carried out for this
module in 2015. Low satisfaction was noted in relation to the organization of the IWS - 49%,
the provision of educational and methodological literature, the organization of test control
and the quality of training of specialists. The highest values of satisfaction were noted for
the clarity of the goals and objectives of the module, the relationship of the disciplines of the
module and the clarity of disciplines.

Satisfaction with the quality of modules of LF students of 4-6 courses

This section presents the results of the student satisfaction assessment
conducted in 2018. It was not possible to conduct a comparative assessment of modules
4-6 courses in the specialty "General Medicine", since in 2015 the assessment for these
modules was not carried out due to the fact that at the time of the assessment, students
enrolled in the 2012 pilot program had not yet reached before studying these modules.
Satisfaction of students with the quality of modules of 4-6 courses during the
assessment carried out in 2018 for all modules was assessed as average and ranged
from 53% (AFP block) to 72% (HIV / AIDS module).

Block "Pediatrics": Overall satisfaction with the quality of this module was -
(Figure 3.5). The greatest satisfaction - 76.9% - was noted according to the criterion of
interconnectedness of disciplines in the module. In 75.9% of the answers, students note
that the knowledge gained earlier in 1-3 courses helped them in mastering this module.
75.2% of students agree that their theoretical knowledge of the module will help them in
their further practical activities. The smallest percentage of satisfaction (52.1%) was
noted by students in the organization of independent work (IWS) and providing advice.

Module "Traumatology and Orthopedics": Overall satisfaction with the quality of this
module was - (Fig. 3.5). The greatest satisfaction - 79% was noted according to the criterion
of interconnectedness of disciplines in the module; 76% of students note that the knowledge
gained earlier in 1-3 courses helped them in mastering this module; 75% of students noted
that the goals and objectives of this module were explained at the beginning. Low student
satisfaction was noted according to the criterion - the organization of independent work
(44%) and the provision of advisory assistance.
Module "Gynecology": Overall student satisfaction in the module was 66% (Fig.
3.5). The greatest satisfaction was noted according to the criterion of
interconnectedness of disciplines in the module (77%). In 78% of the students note that
the knowledge gained earlier in the 1-3 courses helped them in mastering this module.
75.2% of students agree that their theoretical knowledge of the module will help them
in their further practical activities. The lowest percentage of satisfaction, 51%, was noted
for the organization of independent work (IWS) and the provision of consulting
assistance.
Block "Obstetrics and Gynecology": The overall satisfaction of students in the
module was 63% (Fig. 3.5). The greatest satisfaction - 74% was noted for

42
the criterion of the interconnectedness of disciplines in the module. In 72%, students noted
that the content of all disciplines of the module was clear. Low satisfaction was noted in the
organization of independent work (49%) and the provision of consulting assistance. A low
percentage of satisfaction with the provision of methodological and educational literature in
the disciplines of the module - 54%.
Block "General practice (GP)": Overall satisfaction with the quality of this module
was 53% (Figure 3.5). The greatest satisfaction - 68% - was noted in the paragraph on the
interconnectedness of disciplines in the module. In 58% of the students note that the
knowledge gained earlier in 1-3 courses helped them in mastering this module. 65% of
students agree that their theoretical knowledge of the module will help them in their
further practical activities. Low satisfaction was noted in the organization of
independent work (40%), providing advice, providing methodological and educational
literature on the disciplines of the module (46%).

Block "Surgery" (BC): Overall student satisfaction with the quality of the module
was 70% (Fig. 3.5). The greatest satisfaction - 64% was noted according to the criterion of
the interconnectedness of disciplines in the module, in 63% of the students note that the
knowledge gained earlier in 1-3 courses helped them in mastering this module. 57% of
students noted that the goals and objectives of this module were explained at the
beginning. Low satisfaction was noted in the organization of independent work (41%),
the provision of advice, satisfaction with the provision of methodological and
educational literature in the disciplines of the module (47%).

80% 72%
68% 66% 66%
70% 63%
60% 53% 54%
fifty%

40%
thirty%

twe nty%

10%
0%

Figure 3.5. Satisfaction of 4-6 year students with curriculum 7

modules (2018 estimate)

Module "Rheumatic diseases": Overall satisfaction with the quality of this module was
- (Figure 3.6). The greatest satisfaction was noted according to the criterion of
interconnectedness of disciplines in the module (83%); 79% say that knowledge
43
received early in 1-3 courses helped them in mastering this module; 78% of students
agree that their theoretical knowledge of the module will help them in their further
practical activities. The lowest percentage of satisfaction was noted for the organization
of independent work (50%), providing advice and providing methodological and
educational literature on the disciplines of the module (55%).

Module "Infectious Diseases": Overall satisfaction with the quality of this module
was - (Fig. 3.6). High satisfaction was noted according to the criterion of
interconnectedness of disciplines in the module (83%); 79% of students note that the
knowledge gained early in the 1-3 courses helped them in mastering this module; 78%
of students agree that their theoretical knowledge of the module will help them in their
further practical activities. Low satisfaction was noted in the organization of
independent work (44%) and the provision of consulting assistance. And also in the
paragraph on satisfaction with the provision of methodological and educational
literature in the disciplines of the module - 59%.
Module "Internal Medicine" (BVB): Overall satisfaction with the quality of this
module was 69% (Figure 3.6). High satisfaction was noted according to the criteria of
interconnectedness of disciplines in the module (84%), the knowledge gained earlier in
1-3 courses helped them in mastering this module (81%). 79% of students agree that
their theoretical knowledge of the module will help them in their further practical
activities. The smallest percentage of satisfaction was noted according to the criterion of
providing methodological and educational literature on the disciplines of the module
(54%), organization of independent work and providing advice (61%).

Module "Diseases of the genitourinary system" (BMPS): Overall satisfaction with

the quality of this module was 69% (Fig. 3.6). Highest satisfaction
- 84% is noted in the paragraph on the interconnectedness of disciplines in the module. In 81%
of students, students note that the knowledge gained earlier in 1-3 courses helped them in
mastering this module. 79% of students agree that their theoretical knowledge of the module
will help them in their further practical activities. The lowest percentage of satisfaction was noted
by students in the paragraph on satisfaction with the provision of methodological and
educational literature in the disciplines of the module - 52%, and in the paragraph on the
organization of independent work (IWS) and the provision of consulting assistance -56%

Respiratory system diseases (BOD) module: Overall satisfaction with the quality
of this module was 67% (Fig. 3.6). The greatest satisfaction of students was noted with
the fact that the knowledge gained early in 1-3 courses helped them in mastering this
module (79%), and that the goals and objectives of this module were explained at the
beginning (73%). The lowest percentage of satisfaction was noted by students
by organization independent work (52%), rendering
advice and provision of methodological and educational literature on the disciplines of
the module.
44
 Module "Diseases of the heart and blood vessels" BSS: Overall satisfaction with the
quality of this module was 70% (Fig. 3.6). The greatest satisfaction of students was marked
by the fact that the knowledge gained early in 1-3 courses helped them in mastering this
module (75%) and that the goals and objectives of this module were explained at the
beginning (70%). The lowest percentage of satisfaction was noted for the organization of
independent work (54%), providing advice and providing methodological and educational
literature on the disciplines of the module (58%).
Module "Diseases gastrointestinal path " (BZHKT): General
satisfaction with the quality of this module was 64% (Fig. 3.6). High satisfaction was
noted according to the criterion of interconnectedness of disciplines in the module
(84%). 74% of the students note that the knowledge gained earlier in the 1-3 courses
helped them in mastering this module. 74% of students agree that the theoretical
knowledge of the module they received will help them in their further practical activities.
Low satisfaction was noted in the provision of methodological and educational literature
on the disciplines of the module (44%), organization of independent work and provision
of advisory assistance (45%).
Module "Diseases of the blood and hematopoietic organs" (BKOC): Overall
satisfaction with the quality of this module was 69% (Figure 3.6). High student
satisfaction was noted for the interconnectedness of disciplines in the module (82%), as
well as the fact that the knowledge gained early in 1-3 courses helped them in mastering
this module (81%). 78% of students agree that their theoretical knowledge of the module
will help them in their further practical activities. Low student satisfaction was noted for
the provision of methodological and educational literature in the disciplines of the
module (47%), the organization of independent work (IWS), as well as low satisfaction
with the provision of consulting assistance (54%).

72%
71%
70% 70% 70%
70%
69% 69%

68%
67%

66%

64%
64%

62%

60%
RB IB WB B MPS BAUD BSS BZHKT BKiOK

45
 Figure 3.6. Satisfaction of 4-6 year students with curriculum 8
modules (2018 estimate)
Table 3.1. SWOT analysis of student satisfaction with LF quality
modules

Strengths Weak sides

1. Overall student satisfaction 1. Smallest faculty satisfaction
"Medical a business" students are celebrated in blocks
quality carried out modules General Medical Practice (GPP)
was 68%, which is estimated as (53%), "Surgery" (54%) and
average satisfaction. "Obstetrics and Gynecology" (63%),
2. Marked high conducted on 4-6 courses of study.
satisfaction students by 2. It is noted low
module "From molecule to cell" (80%); satisfaction (despite the growth in
indicators compared to 2015) with the
3. Noted high provision of educational
satisfaction students by methodical literature,
interconnectedness disciplines in organization independent
module, a little below those what work students and providing
the knowledge gained in 1-3 courses advice, as well as the objectivity of the
helps them in assimilation test control of knowledge.
subsequent modules and what
theoretical knowledge will help them in 3. Not was carried out interview

further practice. satisfaction quality

4. In the whole celebrated height educational programs and
satisfaction students organization educational
organization and educational process among PPP andsteak-
module programs compared to the holders.
2015 assessment.
Capabilities Threats (risks)
1. Implementation computer 1. Human factor
testing (for enhancements (opposition conservative
objectivity) students' knowledge in all teachers).
disciplines. Bank creation 2. test question s. Lack of qualified IT specialists
for service
2. Development of methodological guidelines for the computer testing; Lack of funds for
organization of CDS, strengthening 3. control the purchase; Lack of timeliness
per rendering 4. holding
advisory assistance to students from the tenders for the purchase of goods and services
teaching staff. due to disadvantages in tender
3. Conducting trainings for teaching staff on procurement system;
interactive and innovative 5. teaching Copyright infringement.
methods.
4. Purchase of educational literature;
5. Introduction of the use of electronic
library textbooks.

46
 3.2. Assessment of student satisfaction with the quality of educational programs
disciplines

Assessment of students' satisfaction with the quality of implemented educational programs was carried out

according to the following criteria:

1. Explanation of the goal and objectives of the discipline at the beginning of the course.

2. The consistency and consistency of dividing the discipline into thematic sections.

3. Compliance of lectures and practical tasks with the set goals for the discipline.

4. Comprehensibility of the content of the discipline.

5. Helping the obtained theoretical knowledge in practice.

6. Providing methodological and educational literature on the discipline.
7. Organization of independent work, advice.
8. Objectivity of the final test exam in the discipline.
9. The quality of training specialists in the discipline.
In general, according to the results of the assessment, there is a high degree of
student satisfaction with the quality of the curricula of disciplines - 81% (Fig. 3.7).

Overall satisfaction in% 81

9. The quality of training specialists at the

81
department in%

8. Objectivity of the final control

77
(exam, test, etc.) in%
7. Satisfaction. organiz. CPC and
72
advisory. help in%
6. Satisfaction. educational method.
72
literature in%
5. Help received theories. knowledge
85
in practice in%
four. Comprehensibility content
86
disciplines in%
3. Conformity lectures and
83
practical occupations goals ...
2. Consistency and consistency. division of
87
disciplines on the thematic ...
one. Explanation goals and tasks
89
disciplines in%

47
 Fig. 3.7. Overall satisfaction of KSMA students with the quality of the implemented
curricula on the questionnaire
At the same time, high student satisfaction was noted according to 6 criteria: explanation
of the goals and objectives of training (89%); the consistency and consistency of dividing
disciplines into thematic sections (87%); comprehensibility of the content of the discipline (86%);
compliance of lectures and practical classes with the objectives of the discipline (83%); help of
theoretical knowledge in practice (85%); the quality of training of specialists at the department
(81%) (Fig. 3.7).
According to the other three criteria, average satisfaction was noted: the objectivity of
the final control of knowledge (77%), the organization of students' independent work (72%) and
the provision of educational and methodological literature (72%).
Based on the results of assessing the degree of satisfaction with the quality of the curriculum
being implemented in the disciplines at the departments, a ranking was carried out (from 1st to 20th place)
and the rating of departments was determined by three levels (Table 3.2.):

• high rating - departments with 84-90% of student satisfaction;

• average rating - departments that scored 77-83% of student satisfaction;

• low rating - departments that scored 69-77% of student satisfaction.

Table 3.2. Ranking of departments in terms of overall student satisfaction

the quality of educational programs implemented at the departments

Satisfied
No. Department name in % Rank Rating

1 Physical education 90 one

2 Th erapeutic dentistry 90 one

3 Fa mily medicine 89 2

4 Pr opedeutics of childhood diseases 89 2

5 Psychiatry, psychotherapy and narcology 89 2

6 Fa culty Surgery 89 2
High rating

7 Ad ministration and economics of pharmacy, drug technology 87 3

8 Hygiene disciplines 87 3

9 Microbiology, Virology and Immunology 87 3

10 Phthisiology 86 four

11 Pathological physiology 86 four

12 Surgical dentistry and Maxillofacial surgery 86 four

13 Pharmacognosy and chemistry of drugs 86 four

48
14 Normal and Topographic Anatomy 86 four

15 De rmatovenereology 86 four

16 Pe diatric surgery 86 four

17 Fundamental and Clinical Physiology 85 five

18 Russian language 85 five

19 Foreign and Latin languages 85 five

20 Medical Biology 85 five

21 Nursing 85 five

22 Ge neral hygiene 85 five

23 Orthopedic Dentistry 84 6

24 Propedeutic Surgery 83 7

25 Ho spital pediatrics with a course of neonatology 83 7

26 Ne urology with a course of medical genetics 83 7

27 Op hthalmology 83 7

28 Faculty Pediatrics 83 7

29 Pediatric infectious diseases 83 7

Physics, mathematics, computer science and computer

thirty 83 7
technology

31 Infectious Diseases 83 7
Average rating
32 Bi ochemistry with a course in general and bioorganic chemistry 82 eight

Internal medicine propedeutics with 81

33 nine
endocrinology course

34 Kyrgyz languages 81 nine

35 Pediatric Dentistry 81 nine

36 Oncology 81 nine

37 Clinical Rehabilitation and Physiotherapy 81 nine

38 Faculty therapy 80 10

39 Basic and Clinical Pharmacology 80 10

40 Ot orhinolaryngology 79 eleven

41 Radiation diagnostics and therapy 79 eleven

49
 42 Histology, Cytology and Embryology 78 12

43 Forensic Medicine and Law 78 12

44 Urology and Andrology 78 12

45 Ob stetrics and Gynecology No. 1 77 13

Hospital therapy, occupational pathology with a

46 76
course of hematology 14

47 Pathological Anatomy 76 14

48 Ph ilosophy and Social Sciences 76 14

49 Tr aumatology, Orthopedics and ECH 76 14

50 Public health and health 74 15

Neurosurgery Dodipl. and postgraduateeducation
51 73

Low rating
16

52 General surgery with a course of combustiology 72 17

53 Ob stetrics and gynecology №2 72 17

Hospital surgery with a course of operative

54 surgery 71
18

55 Military medical training and EM 70 19

56 Anesthesiology and Intensive Care 70 19

57 General and Clinical Epidemiology 69 20

Average satisfaction in KSMA 81%

Minimum 69%

Maximum 90%

23 departments were included in the high rating group, 22 in the middle rating
group and 12 departments in the low rating group.
It should be noted that the departments that highly rated themselves during
self-assessment, according to the students, turned out to be with the lowest scores of
satisfaction.

Table 3.3. SWOT analysis of student satisfaction with quality

educational programs

Strengths Weak sides

1. High indicator h 1. There is average
student satisfaction. satisfaction according to 3 criteria:

fifty
2. According to all 9 assessment criteria, providing educational and methodical
satisfaction students not literature, organization
below 70%. independent work of students and
3. High satisfaction (more than 80%) according to 6 objectivity of the final control of
criteria out of 9: explanation of the goals and knowledge.

objectives of training, consis 2. Irregularity and tency was carried out

interview satisfaction
quality educational
division disciplines, programs and
intelligibility content, organization educational process
correspondence of lectures and practical among PPP andsteak-
occupations goals holders.
disciplines, theoretical assistance knowledge
on the practice, quality
training of specialists at the department.

Capabilities Threats (risks)

1. Implementation computer testing 1. Lackof qualified IT-
(for enhancements specialists for service
objectivity) students' knowledge of computer testing;
all disciplines. Creation of a bank questions.
2. Implementation OSKE for 2. Insuf ficient funds for the purchase; test
appraisals 3. Lateness holding
practical knowledge by tenders for the purchase of goods and
services due to disadvantages
clinical disciplines. in tender
3. Conduct survey 4. procurement system;
satisfaction among PPP, Copyright infringement.
structural divisions of KSMA and stake
holders.

4. Purchase of educational literature;

5. Introduction of the use of electronic
library textbooks.

3.3. Assessment of the quality of the organization of industrial practice at

medical faculty

The organization and conduct of industrial practice for students of KSMA is

carried out in accordance with the approved "Regulations on industrial practice of
students of KSMA" and "Regulations on industrial practice during the internship by
students in foreign clinics".
In order to monitor students' practical training in KSMA, the "Diary of industrial
practice" (for each type of practice in different faculties) and the "Journal of the
development of practical skills" (developed for the LF and PF) were developed and
implemented, in which the assessments of the development of practical skills by
students -5 courses.
The diary is filled in by students during the internship and checked by the
internship supervisor At the end of the practice, the student completely fills out all
reporting sections of the diary and journal, direct

51
the supervisor of the practice verifies and signs them, and gives the student's
performance report with a five-point performance assessment. The diary must be
signed by the direct supervisor of the practice on each page. Work in auxiliary units, for
example, in the central sterilization department, offices (X-ray, functional diagnostics,
physiotherapy, etc.) is certified by the signature of a doctor or nursing staff of the
corresponding unit and office. At the end of the practice, a report and characterization

student subscribes direct the head

practice.
Students who, for a good reason, are doing their internship outside the training
bases of the academy, must submit a report on the internship signed by the direct
supervisor of the practice and certified by the seal of the medical institution. The
practice is considered invalid without the signature and seal of the medical institution.

At the end of the internship, all students undergo certification in the development of clinical
skills at the Center for the Development of Clinical Skills and Knowledge Assessment (CRKNiOZ).
Certification is carried out by a specially created commission from among the heads of industrial
practice and specialists from the Central Regional Research and Clinical Hospital.
A student who has received an unsatisfactory mark according to the results of
certification has the opportunity to re-pass the certification (1 time).
Students who have missed the internship for no good reason (missing 50% or
more of the internship days) are re-sent to a paid internship during the fall semester
outside of school hours. Those who have not completed practical training are subject to
expulsion for academic failure.

Tab. 3.4. The main types of industrial practice of students of KSMA

Course Practice type Clinical bases

1 "Nursing of therapeutic patients"; "Nursing Clinical Skills Development

Surgical Patients"; “Assistant tojunior honey. Center,
personnel "; Volunteer National scientific
practice in Fund research centers,
mercy "; National Hospital,
2 Nurse Assistant; Regional, urban and
nddistrict organization
3 "Assistant paramedic ambulance a health care of the Kyrgyz Republic.
emergency medical care "; "Assistant
In total in Bishkek city - 56, in
4 to the inpatient doctor"; FGP
regions - 28 bases.
5 Physician Assistant

With the introduction of decentralization of practical training for students and

clinical residents, clinical bases for

52
regions of the country. Table 3.5. presents data on the passage of industrial practice by
students of the medical faculty of 2012 recruitment.
As can be seen from the table, during the first year of the first semester, 567 out of 572
students (99.1%) completed internships in Bishkek, of which only 5 students completed
internships in the regions (0.9%). At the end of the second semester, all 563 students (100%)
completed their industrial practice at the clinical bases in Bishkek.

Tab. 3.5. data on the passage of practice by students of the medical faculty
2012 recruitment

A place Course 1 Course 1 2 course 3 course 4 course 5 course

passing 1 sem 2 sem (2013-14) (20 14-15) (2015- 16) (2016-
practices (2012-13) (20 12-13) 17d)
Total 572 563 633 559 527 500
students
Bishkek city 567 563 631 559 410 269
Osh city - - - - 19 36
Naryn 1 - - - 12 23
J-Abad 2 - - - 20 42
Batken - - - - 21 39
Talas - - - - 15 10
Issyk-Kul 2 - - - 17 15
Chuy - - 2 - 13 31
Abroad - - - - 2
Did not pass 9 - 19 4 4 13

In the 2nd year, internship is also localized in the capital - 631 students (99.6%)
and only 2 students completed internship in the regions (0.3%).
In the 3rd year, all students completed an internship in Bishkek - 559 people (100%).
On the 4th year, due to the decentralization of clinical bases, 410 out of 527 students
stayed in Bishkek (77.7%), and 22.2% completed internships in the regions and 0.4%
abroad. Compared to previous years, there has been a sharp increase in the percentage of
students doing internships in the regions.
A noticeable increase in decentralization is also noted in the next 5th year, where out
of 500 students, 231 (46.2%) passed in the regions.
In total, 13 students who were expelled did not undergo practical training in the
courses (due to academic debt) during the period of study. It should be noted that most of
all did not pass in the 2nd year - 19 people (3%) and in the 1st year - 9 (1.6%).
Thus, the industrial practice with decentralization has actually been introduced at the
medical faculty since the 2015-16 academic year, i.e. from the 4th course of study.

The results of assessing the satisfaction of students of 5-6 courses LF

quality of industrial practice

In October-November 2017, students' satisfaction with the quality of summer

industrial practice among students was assessed 5

53
(practicing "assistant doctor of a hospital") and 6th year of the Faculty of General
Medicine (practicing "assistant doctor of FGP").
The assessment was carried out by the method of a blank questionnaire. The questionnaire
contained questions to assess the following satisfaction criteria:
• Overall satisfaction with the on-the-job training;
• Satisfaction with the process of organizing industrial practice;
• Satisfaction with the support of the medical staff in the places of passing the BCP;
• Satisfaction with living conditions;
• Satisfaction with the help of field leaders;
• Satisfaction with the development of practical skills in the process of passing the
practice.
In total, 765 students took part in the survey: 363 (74.5%) 6th year students and
402 (66.9%) 5th year students of the medical faculty.
Of the respondents in Bishkek, 216 (59.5.5%) 6th year students and 221 (54.9%)
5th year students underwent summer practical training in Bishkek.
In the regions, 147 (40.5%) 6th year students and 181 (45.1%) underwent summer
industrial practice.
The overall satisfaction of students with the quality of industrial practice
"assistant doctor of a hospital" in the 5th year was 51.5%, "assistant doctor of FGP" in
the 6th year was 69.4%, which can be assessed as average satisfaction. Almost all
indicators are in the range of average satisfaction, with the exception of the satisfaction
of 5th year students with the help of a supervisor - low (47.4%) and living conditions -
high (81.8%).

54
 90,%
81.8%
80,%
69.4%
70,% 64.9% 66.0%
60.0%
60,%
51.5% 51.5% 51.8% 52.6%
fifty,% 47.4%

40,%
thirty,%

twenty,%

10,%

0,%
General Organization Support Conditions Help
satisfaction practices medical staff residence the head
field practices

% of satisfaction % of satisfaction

Fig. 3.8. Satisfaction of 5-6 year students of the medical faculty

quality of industrial practice

The following are the results of the analysis in the context of satisfaction
depending on the place of practical training.
Satisfaction indices of 6th year students who had internships in the regions and in
Bishkek were the same (Figure 3.9). While the satisfaction of 5th year students who took
place in the regions was high (80%), and among students who took place in Bishkek, it
was extremely low (28%).

80%

64% 64%

28%

Bishkek city Regions Bishkek city Regions

6 course 5 course

55
 Fig. 3.9. Satisfaction of 5-6 year students of the medical faculty
internship

Student satisfaction with the process of organizing industrial practice was much
higher among students who had practical training in the regions, compared with
students who had practical training in Bishkek (Figure 3.10).

79% 80%

47%

28%

Bishkek city Regions Bishkek city Regions

6 course 5 course

Fig. 3.10. Satisfaction with the process of organizing production

practices

Student satisfaction with the attitude and support of the medical staff in the
institutions where they had their internship was high in the regions (89% and 80%) and
average in Bishkek (51% and 53%) (Fig. 3.11).

89%
80%

51% 53%

Bishkek city Regions Bishkek city Regions

6 course 5 course

Fig. 3.11. Satisfaction with the support of the medical staff in the field
internship

56
 Satisfaction of students with living conditions in the places where they had their
internship was also high among students who had internships in the regions, average
among 5th year students who took place in Bishkek and extremely low among 6th year
students who had internships in Bishkek (Fig. . 3.12).
93%
84%
73%

thirty%

Bishkek city Regions Bishkek city Regions

6 course 5 course

Fig. 3.12. Satisfaction of 5-6 year LF students with living conditions

during practice

The satisfaction of 6th year students with the help of managers was also higher
among students who had internships in the regions (73% - an average degree of
satisfaction) compared to Bishkek (39% - a low degree of satisfaction). Among 5th year
students, satisfaction with the help of local leaders was the same (47% and 48%,
respectively), and is assessed as a low degree of satisfaction (Fig. 3.13).

57
 80% 73%
70%

60%
47% 48%
fifty%
39%
40%

thirty%

twenty%

10%
0%
6 course 5 course

Bishkek Regions

Figure 3.13. Satisfaction of 5-6 year LF students with the help of managers
in places

High satisfaction of 6th year students with the degree of mastering practical skills
in various blocks (specialties) of industrial practice was noted in "pediatrics" (93.9%) and
"therapy" (93.7%). Despite the fact that the satisfaction indicators of 6th year students in
the blocks of "surgery" (57.6%) and "obstetrics and gynecology" (54.8%) are higher than
50%, which can be assessed as average satisfaction, measures are required to improving
the quality of industrial practice in these blocks. At the same time, it should be noted
that the satisfaction of 6th year students who underwent practical training in Bishkek
was higher compared to those who took place in the regions in the "surgery" and
"obstetrics and gynecology" blocks, and lower in the "pediatrics" and "therapy" blocks
(Fig. ...
3.14).
Satisfaction of 5th year students with LF in all blocks of practice was high and
ranged from 94% to 98.2% (Fig. 3.15). At the same time, there were no significant
differences between the satisfaction of students undergoing internship in Bishkek and in
the regions, the difference ranged from 0.3% to
3.3%.
It was not possible to establish the reason for the dissatisfaction with the
acquisition of practical skills, since the questionnaire did not contain relevant questions.

58
 93.90%
Pediatrics 96.60%
92.10%

93.70%
Therapy 97.30%
91.20%

54.80%
obstetrics and gynecology 52.40%
56.50%

57.60%
Surgery 53.80%
60.20%

0.00% 20.00% 40.00% 60.00% 80.00% 100.00% 120.00%

overall satisfaction Regions Bishkek city

Figure 3.14. Satisfaction of 6th year LF students with summer practice in

specialties

98.0%
Pediatrics 97.8%
98.2%

97.0%
Therapy 96.7%
97.3%

96.5%
obstetrics and gynecology 96.7%
96.4%

95.8%
Surgery 94.0%
97.3%

91.0% 92.0% 93.0% 94.0% 95.0% 96.0% 97.0% 98.0% 99.0%

overall satisfaction Regions Bishkek city

Fig. 3.15. Satisfaction of 5th year LF students with summer practice in

specialties
Table 3.5. SWOT analysis of the quality of industrial practice in KSMA

Strengths Weak sides

1. High satisfaction 1. Extrem ely low general

59
 6th year students with the degree of satisfaction an d
mastering practical skills in the block satisfaction organization
"pediatrics" (93.9%) and "therapy" practices students five course,
(93.7%). Overall satisfaction 75% practicing in Bishkek (28%);

2. High satisfaction of 5th year students 2. Satisfaction students 6

with the degree of mastering practical course in the blocks of "surgery"
skills in all blocks of the practice (57.6%) and "obstetrics and
program. Overall satisfaction -96.8% gynecology" (54.8%) is critical and close
to a low degree of satisfaction.
3. Satisfaction students 3. Satisfaction students 6
process organization course on the blocks of "surgery" and
production practices, "Obstetrics and gynecology" was and
support nursing staff slightly lower in the regions.
living conditions in the regions were
higher than in Bishkek.
Capabilities Threats (risks)
1. Training of practice leaders; 1. Decrease in the interest of clinical sites in the
2. Explanatory Work among regions;
medical staff in Bishkek, 2. Conservativeness with parties
3. Revision programs practice leaders;
production practices in
conformity from catalog
competencies;
4. Revision of the questions of the Questionnaire;

5. Make wider use of simulation teaching

methods in Bishkek

60
 CHAPTER 4. SATISFACTION OF STUDENTS-GRADUATES OF THE FACULTY
OF THE MEDICAL FACULTY OF THE QUALITY OF EDUCATION IN KSMA

In 2012, as part of a pilot project, the introduction of new curricula focused on a

modular-integrated approach began. In 2018, the first enrollment of students (2012),
enrolled in the pilot curriculum, completed their studies. In this regard, in order to
assess the quality of training students for new curricula oriented to the
modular-integrated approach, a survey of students was conducted on satisfaction with
the quality of training in accordance with the competencies of the graduate.

The method of collecting primary information is a survey using a questionnaire.

For the survey of 6th year students of the faculty in the specialty "General Medicine", a
questionnaire of graduate satisfaction with the quality of the educational process at
KSMA was developed, containing 23 questions, of which 14 closed questions and 9 open
questions to which students answered in free form ( application
eight). Closed questions related to the degree of preparedness of graduates in accordance
with the catalog of competencies of a graduate in the specialty "General Medicine", and
open questions related mainly to the future plans of graduates and their proposals to
improve the quality of training in KSMA.
The method of filling out the questionnaire is an individual form of student
answers to the questionnaire in electronic format in computer labs (venue
- Testing Center).
In order to get acquainted with the peculiarities of working with the questionnaire, in
each surveyed stream of students, a preliminary short briefing was carried out by the
responsible from the department of software and system support.
The assessment was carried out using the Likert scale (a question with a proposal to
indicate the degree of agreement or disagreement with a certain statement) for five answer
options:
one. Strongly disagree
2. Disagree
3. Doubt
four. I agree
five. I completely agree
In the summary assessment, the degree of satisfaction of graduate students is more than
80% was rated as high, in the range from 50% to 80% - as average, less than 50%
- how low.
Poll results
General satisfaction graduate students by specialties
"Medicine" by the quality of training of specialists at the faculty is average (65%).

61
 High satisfaction graduate students was noted by
the following criteria for the preparedness of students: the presence of practice on the
basis of FMC and FGP (97.3%), the ability to independently work on a computer (87.2%),
the ability to conduct a survey, examination and examination of a patient, the choice of
appropriate research methods (85.5 %) and the ability to identify problems and attract
an appropriate specialist to solve them (82.3%) (Table 4.1).

Table 4.1. Satisfaction of graduate students in the specialty "General

Medicine" with the quality of training specialists at the faculty

No. Criterion (question) Percent Power

nn satisfaction
ness
one. Ability and willingness to communicate with 74% average
patients and colleagues in Kyrgyz and Russian
languages
2. Ability to work independently on a computer 87.2% high

3. Knowledge and ability to find sources of 68.6% average

medical information needed for work

four. Ability to analysis medical 56.8% average

information based on evidence-based
medicine
five. Readiness to organizational 68.5% average
managerial work from small
teams (families, groups) Ability to identify
6. problems and involve 82.3% high
corresponding
specialist to solve them
7. Knowledge of regulatory legal acts, rules of 67.7% average
medical ethics and morality
eight. Knowledge and ability to analyze clinical 65.2% average
syndromes, justification
diagnostics, treatment, prevention, taking into
account their age and sex groups Ability to
nine. conduct a survey, examination and 85.5% high
survey patient, choice
appropriate research methods Preparedness
10. for making a diagnosis based on the results of 75.2% average
the examination Ability and readiness to
eleven. perform therapeutic measures for the most 69.5% average
common diseases and conditions Ability to use
modern
12. 45.5% low

62
 methods for collecting and analyzing
information on health indicators
13. Have you had an internship on the basis of FMC, 97.3% high
fourteen. FGP? The quality of training specialists at the faculty 65% average

Satisfaction with the ability to analyze is just below average.

medical information based on the principles of evidence-based medicine (56.8%) and
low satisfaction with regard to the ability to use modern methods of collecting and
analyzing information on indicators of public health (45.5%).
It should be noted here that when answering the question - "What disciplines /
modules / topics, in your opinion, can be shortened or offered as an elective course",
students noted such subjects as informatics, epidemiology, evidence-based medicine,
statistics (see below) ... Obviously, students do not have an understanding that it is these
subjects that form competence in the ability to analyze information on the principles of
evidence-based medicine and the use of methods for collecting and analyzing
information about health indicators. The departments leading these subjects should pay
attention and strengthen their work in this regard.

For the rest of the criteria, average student satisfaction was noted, ranging from
65% to 75.2%.
When interviewing graduate students “ What is the ratio of theoretical
knowledge gained and practical experience? ”, 66% believe that training is mainly
theoretical with a theory / practice ratio of 70% to 30%. About 15% believe that the ratio
of theory and practice is 50% to 50%, and 19% believe that their teaching was dominated
by the acquisition of practical skills based on theoretical knowledge.

When asked “ List the clinical sites where you were trained in the 6th year
and indicate whether there was supervision over your work with patients ".
Students indicated mainly clinical bases located in Bishkek: NTsOMiD, NTsKiT, GKB No. 1,
National Hospital, NHC, RCIB, Bishkek maternity hospital No. 2, MC KSMA, FMC No. 1, 2,
4, 6, 7, 12, 13, 15, 18, 19. Given that there is evidence that in the 5th year about half of
the students (46.2%) completed internships in the regions (see section 4.3.). In most
cases, graduates indicated that there was supervision over the internship, but that it was
insufficient.
When answering the question “ What disciplines / modules / topics, in your
opinion, can be shortened or offered as an elective course? »Students noted the
following subjects:
1. physics, medical biophysics, higher mathematics, computer science
(medical biophysics as an elective course);
2. epidemiology, statistics (reduce statistics);
3. economics;
4.bibliography

63
 5. philosophy;
6.public health
7.physical culture
8. Kyrgyz and Russian languages
9. Evidence-Based Medicine When answering the question “ What disciplines /
modules / topics, in your opinion, need more in-depth study? »Students noted
mainly clinical disciplines such as surgery, therapy, internal medicine, pediatrics,
gynecology, radiation diagnostics, anesthesiology and resuscitation, functional
diagnostics. From the theoretical disciplines, the following disciplines were indicated:
normal anatomy, pathological anatomy, normal physiology, pathological physiology,
pharmacology, biochemistry.

Analysis of answers to questions about the future future showed that 95.8%
graduates intend to continue their studies in residency.
To the question “ In what specialty do the graduates intend to undergo
residency? »The overwhelming majority of respondents (86%) would like to enroll in a
residency in a narrow specialty, 10% would choose a GP residency and 4% of students
would choose the category“ other ”.
When answering the question “ In which clinical disciplines would students
like to pursue postgraduate studies? »Students noted the following specialties:

• from therapeutic: therapy, internal medicine, cardiology,

cardio-rheumatology, endocrinology, neurology
• surgical profile: surgery, neurosurgery, traumatology, general surgery,
cardiac surgery, microsurgery, vascular surgery, plastic surgery

• obstetrics and gynecology,

• GP,
• ENT,
• oncology,
• gastroenterology
• ophthalmology,
• urology,
• anesthesiology and resuscitation,
• pediatrics,
• proctology,
• functional diagnostics,
• pediatrics.
It should be noted that 2 students gave the answers “according to the European
system” and “abroad”, i.e. by the end of the 6th year, students could not make a choice

64
specialties, the main motivating factor for them is an internship abroad.

In answers to the question "Where would students like to take residency?" 79% of the
students who entered the answer indicated health organizations located in Bishkek, the rest
indicated abroad (Russia, Europe) and only 1 student indicated Osh State University. But not
a single student indicated the organization of health care in the regions.

Table 4.2. SWOT analysis of graduate satisfaction with quality

training at KSMA

Strengths Weak sides

1. High satisfaction 1. Below average celebrated
graduates having an internship during their satisfaction with the ability to analyze
studies on the basis of FMC and FGP (97.3%), medical information based on the
principles of evidence-based medicine
2. High satisfaction (56.8%)
graduates preparation 2. Low satisfaction by
ability to independent ability to application
working on a computer (87.2%), modern techniques collecting and
3. High satisfaction analysis of information on health
graduates preparation indicators of the population (45.5%)
the ability to conduct a survey, There is no understanding among
3.examination and examination of the students which forms competence in
patient, the choice of appropriate resear ch terms of the ability to analyze information
methods (85.5%) and apply techniques collecting and
4. High satisfaction analysis of information on health
graduates preparation indicators
ability to identify problems and 4. involve Inadequate supervision per
corresponding internship
specialist to solve them (82.3%) five. Overwhelming most
5.95.8% graduates intend graduates (86%) wanted would

proceed his training in enroll in a residency in a narrow

residency specialty and only 10%
6.66% students consider, what would choose a GP residency
ratio theory / practice 6. None one of interviewed
is 70% to 30%. graduates did not specify the region
for the residency
Capabilities Threats (risks)
1. Professional development of teaching staff according to 1. metho ds insufficient funding from the state for

collecting and analysis internship in the regions

statistical data,
evidence-based medicine. Revision of 2. unstable socially
programs, development of UMP in these economic environment
areas; 3. change demographic
2. Implementation of monitoring and evaluation situations
of the quality of internship;
3. Development plan
65
 activities / interventions by
increasing the understanding, importance
and prestige of the GP residency;
4. Conducting explanatory work among
students about the benefits of
residency in the regions.

66
 CHAPTER 5. ANALYSIS OF THE FACULTY STUDENTS 'PERFORMANCE
"MEDICINAL BUSINESS"

In order to assess the effectiveness of the implementation of a general education program

in the specialty "General Medicine", introduced since 2012, an analysis of changes in the number of
contingent and student performance over the past 6 years has been carried out.
The object of the study was students of the faculties "General Medicine" No. 1
and No. 2, studying both on a budget and on a contract.
The sources of information were the monthly reports of the student personnel
department on the movement of students.

3.1. Analysis of changes in the number of students of the faculties of "General

Medicine" 2012 admission

In total, in 2012, 517 students were enrolled in the 1st year, of which 143 were under the budget
and 374 were under the contract. In 2018, they completed their studies and received a diploma - 448
(taking into account the restored and transferred from other universities), of which 126 - under the budget
and 322 - under the contract. Thus, the percentage of students who completed their studies was 86.7%,
and the percentage of those expelled was 13.3%.

Budget training.
Total students 1 course faculties "General Medicine" No. 1 and No. 2 as of
September 2012, there were 143 people, including students reinstated for the first year
after academic leave. According to the results of the first winter and summer
examination session, 1 student was expelled, 1 person left the academy of his own free
will. So, 1 course is completed and transferred to 2 course - 141 students (98.6%),
expelled 1.4%.
Total students 2 courses faculties "General Medicine" No. 1 and No. 2 at the
beginning of 2013, together with reinstated students and transferred from other
universities, there were 146 people. As a result of the session, 6 students were expelled, 2
students went on academic leave and 1 of their own free will. Of those who started classes
at the beginning of the academic year, 137 completed the course (93.8%), 6%. Five students
transferred from other universities, and the number of students at the end of the year was - 137
people.
Due to the transfer to other universities, to 3 course started their studies in
September 2014 - 135 people. As a result of the sessions, by the end of the academic
year, 9 people (6.6%) were expelled for academic debt, 1 student left of their own free
will, 3 students went on academic leave. Of those who started classes at the beginning
of the academic year, 122 completed the course (90.4%), 9.6%. One student
was restored and at the end of the year 125 people completed the 3rd course.
At the beginning of the school year in September 2015 4 course in full force
started training - 125 people. During the training on this course there were

67
4 students were expelled for academic failure, 5 left of their own free will, 1 student
went on academic leave, transferred to another university. Of those who started classes
at the beginning of the academic year, 114 completed the course (91.2%), 8.8%. One
student was reinstated and at the end of the year 122 students completed the 4th
course.
On the 5 course 122 students began to study, according to the results of the
sessions, 2 students were expelled for academic debt. Of those who started classes at
the beginning of the academic year, 120 completed the course (98.4%), 1.6%.
However, 6 students were reinstated for this course, and at the end of the year 126 students
completed 5 courses.
It should be noted that all 126 students (100%) who switched to 6 course,
successfully completed their studies by the end of the academic year.

Contract training.
Total students 1 course ( 2012) faculties "General Medicine" No. 1 and No. 2,
enrolled in contract training was 374, at the beginning of the academic year went to
other universities - 5 people and voluntarily - 1 student. Thus, the total number of
students at the end of September was 368 students per course. According to the results
of the first winter and summer examination session, 3 students were expelled of their
own free will, 7 students for academic failure, 2 students due to illness. So, 1 course is
completed and transferred to 2 course - 356 students (95.2%), expelled 4.8%.

In September 2013 at 2 course 76 students were transferred from other

universities, 432 students began their studies. During the academic year, 5 students
were expelled of their own free will, for academic failure - 44 students. Thus, 383
students (88.7%) were transferred to the 3rd course, expelled
11.3% ( 49 students). On the 3rd year ( 2014) 391 students started training: 10 people
were reinstated, 2 people were transferred, 1 - died, 2 - expelled of their own free will,
1 - expelled for academic failure. After the winter session, 1 student was reinstated.
During the academic year, they were expelled of their own free will - 4, for academic
failure - 32. Of those who started their studies at the beginning of the academic year,
358 (91.5%) completed the course, 8.4%, translated

359 students for the 4th year.

On the 4 course 10 students were restored, 2 were transferred to other
universities, 367 students began to study. For the academic year, they were expelled of
their own accord - 1, for academic failure - 15. As a result, 351 people (95.6%) graduated
from the studies and transferred to the 5th year of study;
4.4%.
At the beginning 5 courses, 2 students left of their own accord, 1 due to illness, 1
due to family reasons, 348 students start their studies. During the academic year, 1 students
were expelled of their own free will, 21 students were expelled for academic failure, 2
students were transferred to another university. In this way,
68
finish the academic year and are transferred to the 6th year - 330 students (94.8%),
expelled 5.2%.
Due to the reinstatement of 1 student, 6 course started training
331 students. During the academic year, they were expelled of their own accord - 2, for
family reasons - 2, for academic failure - 6. Restored
- 1 student. Received a diploma of graduation from the academy - 322 students (97.3%),
expelled - 2.7%.
Among the reasons for expulsion, the largest share falls on expulsion due to
academic failure. So, in the 1st year, 1.5% were expelled for academic failure, 1% - of
their own free will and 1% were transferred to other universities (all transferred from the
contract form of study). In the 2nd year, 8.6% were expelled for academic failure, 1%
voluntarily and 0.3% took an academic leave (all from the budgetary form of education).
In the 3rd year, 7.8% were expelled for academic failure, 0.9% voluntarily, 0.6% took an
academic leave (all from the budgetary form of education). In the 4th year, 3.8%, 1.2%
were expelled for academic failure

- of their own free will, 0.2% took an academic leave (all from the budgetary form of
education). On the 5th year for academic failure was expelled
4.9%, 0.2% - of their own free will, 0.4% transferred to another university (all with a
contract form of study).
It should be noted that the highest percentage of dropping out was observed in
the 2-3 year (12% and 10.1%, respectively), the dominant reason for dropping out was
academic failure (Fig. 5.1).

12
0

10
0
2.2
eight

0.8

10.2 0
6
1.4 3.2
8.2
0
four 6,7
6
0
4.1
r 4.1 0
2 1.9 fou
0 0 1.8
0.7
1.1 1,2 one 1.6
0.7 0.7 0.7 0.3 0.3 0.6
0 0 0
budget contract budget contract budget contract budget contract budget contract budget contract
Course 1 2 course 3 course 4 course 5 course 6 course

own desire academic academic failure academic vacation transfer to another university family situation

69
 Figure 5.1. Percentage of deductions for courses by reason of expulsion

In the budgetary form of education, the second reason for expulsion was
academic leave, with the exception of 4 years of study, where the dominant reason was
voluntary expulsion. On the contract form of study, there is no formalization of
academic leave, but there is a dropout due to leaving for another university, which is not
observed in the budget form of study.

In total, during the period of study, 27 students voluntarily left, mainly among
students of 1-4 courses. At the same time, it should be noted that among students
studying on a contract basis, the percentage of dropouts for this reason drops sharply
after 3 years of study, while among students on a budgetary basis, on the contrary, in
the 4th year of study, the highest percentage of dropouts is observed for this reason.

Particular attention should be paid to the transfers of students from other universities
to KSMA, most of all students in the 2nd year were transferred, which can be explained by the
fact that students who could not enter the academy because of the threshold scores, in the 2nd
year submit documents for transfer from for the high prestige of KSMA.
As for the reasons for the deterioration of academic performance among students of
2-3 courses, professional and cognitive motives cease to control the educational work of
students, as a result of which their educational activity and success noticeably decrease during
this period, the so-called "disappointment syndrome" is formed, and so on.
In this regard, preventive measures were proposed to preserve the student
population:
1. Pre-university career guidance work in schools, which allows you to identify
capable of learning, responsible and motivated schoolchildren and guide them towards
admission to a medical school.
2. Inclusion of interactive forms of education in the learning process
(public defense of term papers and projects, round tables, "brainstorming"), which
allow students to actively interact with the teacher and help each other.

3. Arranging meetings with employers in junior courses to show

interesting aspects of their future specialty and increase the motivation for learning.
4. Effective motivation of teachers for quality performance
educational work, improving their pedagogical skills.

3.2. Analysis of the results of computer testing of knowledge of students of the faculties of
"General Medicine" in 2018

Since 2013, the assessment of students' knowledge by the method of computer testing
has been introduced in KSMA. The assessment is carried out at the Center for the Development
of Clinical Skills and Knowledge Assessment (CRKNiOZ), designed for 75 seats.
Currently, the method of computer testing is used to assess the knowledge of
students in 9 modules (according to the curriculum "General Medicine") and 4
70
disciplines, i.e. on 13 exams out of 30 exams (excluding final exams), which is 43%. The
main part of exams conducted by the method of computer testing falls on 1, 2, 3
courses.
Table 5.1. the percentage of progress based on the results of computer testing of knowledge of
students of the faculties of "General Medicine" is presented.

Table5.1. Percentage of progress of students of faculties "LD" according to

the results of computer testing of knowledge (winter session 2017-2018)

% success availability
Module or subject name
LD 1 LD 2 LD IG Average
Module "From molecule to cell" 93 96 92 94
Module "From cell to organ" 87 97 93 92
Module "MBC" 99 100 98 99
Module "Endocrine system" Module 98 99 98 99
"Reproductive system" Module 96 97 98 97
"Nervous system" 85 91 80 85
Module "Cardiovascular system" Module 92 92 94 93
"Musculoskeletal system" Module 94 97 88 93
"Hematopoietic system" Biochemistry 100 98 93 97
84 83 85 84
Histology 85 83 100 89
Basic pharmacology 89 81 86 85
Not
Clinical pharmacology 97 99 98
data

Maximum success rate (99%) based on computer testing

knowledge observed by modules "Endocrine" and
"Urinary" system. The minimum results were noted in the discipline "Biochemistry"
(84%) and the module "Nervous system" (85%).

Tab. 5.2. The results of the examination session at the faculty of LD 1 for 2017-2018
academic year
Qualitative indicator *
Item or module names
Training courses Average knowledge -72.94%
From molecule to cell * 83.20%
Course 1
From cell to organ * 82.60%
Pathological physiology 69.60%
Pathological anatomy 86.90%
Histology * 85.90%
2 course
Biochemistry* 72.10%
Normal anatomy 80.60%
Microbiology 72.80%
Reproductive system * Urinary 86.20%
3 course system * Nervous system * 86.20%
66.90%

71
 Endocrine system* 82.60%
Hematopoietic system * 69.60%
Musculoskeletal system * 53.20%
Cardiovascular system * Basic 59.60%
pharmacology * 51.10%
Surgery 86.50%
Ophthalmology 61.20%
VTMZ 88.90%
A and D 63.60%
4 course
Nervous diseases 59.90%
ENT disease 60.60%
Dermatovenereology 69.40%
Psychiatry and Narcology 43.60%
Clinical Pharmacology * 79.20%
Obstetrics and Gynecology 79.50%
5 course Hospital Pediatrics 82.10%
Hospital therapy 61.60%
Hospital surgery 86.90%
Infectious diseases 76.20%
Note: * - marked exams that are conducted using computer testing.

80 76 75
70 61
60
48
fifty 44 41
40 31 31 thirty 29 29
25 23
30 22 21
17 nineteen nineteen
16 19 21
10 9 8 12 13 11
nine
twenty

10 2 0
0
VMP
Nervous pain.
"RS"

Children info ball.

"KS"
"CCC"

Farm.
"ES"
Pathology anatomy

A and D

Therapy
"NS"
Biochemistry

"MVS"

Ophthalm.
"SMS"
Pathophysiology

State Ped.
Mr. Heer.
ENT bol.
Norm. Anatomy

Surgery
"From cell to organ"

Histology

Psychiatry
Basic farm

Dermatovenereology
"From molecule to cell"

Inf. Bol.
Microbiology

Course 1. 2 course 3 course 4 course 5 course

Fig. 5.2. The number of students of the Faculty of LD-1 exempted from exams from
with an excellent mark in the 2017-2018 academic year

As can be seen from the figure, the largest number of students exempted from exams
falls on 1, 2, 3 courses, while the maximum number of exempted students fell on
“Histology” and the “Respiratory system” module, while there were no released students
on “Surgery”. Traced

72
there is a big difference between the number of discharged students, which may depend both
on the complexity of the discipline and on the imperfection of the averaging modular rating
system of assessment in comparison with the cumulative one.

Tab. 5.3. Results of State examinations at the faculty "LD 1" in 2017-
2018 academic year

Not
Course Exam Allowed Certified
certified
II History of Kyrgyzstan 223 222 one
Outpatient therapy General. 254 251 3
hygiene and epidemiology 254 254 0
VI
obstetrics and gynecology 254 254 0
general surgery 254 254 0
Total 1239 1235 four

As can be seen from the table, the number of uncertified students from the number of
those admitted to undergo state certification was insignificant and amounted to 0.3%.

3.3. Analysis of the reasons for the expulsion of students of the faculty "General Medicine No. 1, 2" for
the 2017-2018 academic year

fifty
42
40
28
thirty

twenty
10 13 fourteen

6 7
10 45 3 4323 20000 fo1u0r0 0 1
0110 010 1000
0
I-course II-course III-course IV-course V-course VI-course

Academic failure By own desire

Academ. vacation Loss of the training image. connections

According to comp. health Transfer to other universities

By family about-you

Fig. 5.3. Reasons for the expulsion of students of the Faculty of General Medicine
for the 2017-2018 academic year in terms of training courses

As can be seen from the figure, the total number of students expelled for the
2017-2018 academic year was 159 students, with the largest number of dropouts falling on
the 2nd and 3rd courses of study, which indicates that students are experiencing difficulties

73
it was during this period of study. The main reason for the expulsion of students is
academic failure.
The main reason for the expulsion of students in the 2017-2018 academic year
was their academic failure (Fig. ??). In second place among the reasons for deductions
are deductions of their own free will.
At the same time, at the faculty "General Medicine No. 1,2" the total number of
students at the end of the academic year was 2959 students, and the total number of
expelled from this faculty was 159 students, which is 5% of the total number.

As of Transfer By family
For the loss
health to others circumstances
educational
3% universities m
educational 2% 3%
x connections

five%

Academic
vacation
2%

Academic
academic failure
66%
By
own
desire
nineteen%

Fig. 5.4. The share of reasons for expulsion at the Faculty of LD1 in the 2017-2018
academic year

Table 5.4. SWOT analysis of the progress of students of faculties in

specialty "General Medicine"

Strengths Weak sides

1. Availability Center developmen t 1. Limited opportunities of the Center
clinical skills and knowledge testing; RKNiTZ (75 seats in total);
2. Computer testing of knowledge is not
2. Usage computer carried out in all subjects;
testing in assessing knowledge 3. Limited base of test tasks for students and
residents; and the lack of an annual update of the
database;
Capabilities Threats (risks)

74
1. Expansion 1. lack of funding;
clinical skills and testing 2. The complexity
of the tender knowledge procedure
up to 300 seats;
2. Expansion of the test data bank 3. Inertia 2. The complexity of the tender knowledge procedure
up to 300 seats; purchases;
of teaching staff and associations in
questions
3. Development and creation of conditions 3. Inertia of teaching staff and associations in
questions; development of test items;
for
conducting a single
state examination
4. Attraction professional
associations for the development of test
items and the formation of a bank of tests;

75
 CONCLUSION

As a result of the analysis of the data of the assessments carried out in 2018
and the reporting data for certain types of activities of the KSMA, the following can
be stated.

Management of the educational process:

In accordance with the requirements of the quality management system of

education in KSMA, a process model has been developed, the main and auxiliary
processes have been defined. management, fixed responsible faces and
structural divisions, there is a documented quality management system: Regulations on
the Council for the Quality of Education of KSMA, Regulations on the Department of
Education Quality Management, Methodological Guidelines for monitoring and assessing
the quality of the educational process in KSMA, etc. There is a Development Strategy for
KSMA until 2020 anda Plan for its implementation. But it should be noted that the Policy
and goals in the field ofeducation quality have not been defined. However, the AVN
modules are not fully implemented, which does not allow to fully launch electronic office
work;

KSMA has formal mechanisms for managing curricula, including clearly defined
procedures for the development and approval of educational programs in specialties.

Monitoring and periodic evaluation of educational programs is carried out with the
involvement of stakeholders (employers, students, teaching staff and management of the
KSMA) and experts. However, there was no assessment of the satisfaction of parents and
employers.
The educational program has clearly formulated criteria for assessing the level of
knowledge, abilities and skills of a student. Since 2012, KSMA has introduced computer
testing for the objectivity of assessing students' knowledge and the OSKE method for
assessing clinical skills.
The educational program provides for the passage of industrial practices in
health care organizations starting from the 2nd year of study.
To monitor and periodically evaluate their curricula, the following methods are
used as intra-university control in KSMA: attestation of the current progress of students,
final attestation, attestation of all types of practice, checking the state of the
methodological support of the educational process, collecting and analyzing customer
satisfaction, internal audits.
A system for collecting and analyzing feedback from students, faculty, employers
has been introduced. The process of conducting surveys is automated; the
“Questioning” module has been created on the educational and educational portal
76
 “AVN”. The questionnaire survey of students is carried out both usin resources of the
Center for the Development of Clinical Skills and Knowledge Assessment
(CRKNiOZ) and online.
On the infrastructure of KSMA:
KSMA has a sufficient classroom fund to organize a high-quality educational process. All
departments are provided with teleph1 and Internet connections. To conduct distance learning
with students in the regions, the Department of Distance Learning has been equipped and is
working, software "Doodle" and "Moodle" have beeninstalled. Agreements have been concluded
with healthcare organizations as clinical bases for practical training of students and residents of
KSMA. Clinical bases for KSMA are both health care organizations of the republican level and
health care organizations in Bishkek, and health care organizations in the regions. In total,
KSMA has 148 clinical bases, of which 72 health facilities are in Bishkek and 76 in the regions.
In terms of human resources:
KSMA has a high human potential: 62 full-time doctors of sciences, 228 candidates of
sciences, 5 academicians and 2 corresponding members of the National Academy of
Sciences of the Kyrgyz Republic, 40 full-time professors, 124 full-time associate
professors. The share of full-time teachers with an academic degree and / or academic
title to the total number of students is 45.5%. There are 10 students per 1 full-time
teacher. To improve the qualifications of the teaching staff, there is a Center specially
organized for these purposes, organizing in a planned manner refresher courses within
the framework of lifelong education. In addition, within the framework ofacademic
mobility of the teaching staff, training is carried out at various courses, seminars,
trainings, as well as professional congresses, congresses, symposia abroad and in the
framework of various international projects.
To monitor and assess the quality of teaching and the professional qualities of
teachers in KSMA, a system of point-rating assessment has been introduced,
including self-assessment of teaching staff and assessment of student satisfaction
"teaching staff through the eyes of students". According to the results of self-
assessment, it was noted that the employees of the departments do not assess
themselves highly, so more than 60% of the employees of the departments rated
themselves as a low rating. At the same time, it should be noted that the
departments that highly rated themselves during self-assessment, in the opinion of
the students, were with the lowest scores of satisfaction. In addition, the staff of
clinical departments noted the prevalence of treatment and diagnostic work and the
provision of advisory assistance to healthcare organizations on educational,
methodological, scientific and educational work. Obviously, it is necessary to revise
the grading system (number of points) for the blocks of teaching staff activity and
77
introduce restrictions in the electronic system for the introduction of treatment and
diagnostic work and the provision of advisory assistance to healthcare organizations
in accordance with the workload on the teacher.
According to the results of the survey, the general high satisfaction of students
with the quality of teaching at KSMA (84.1%) was noted, while the greatest
satisfaction was noted by the students for the clarity and accessibility of the
presentation of the material by the teachers (90.3%) and the ability to ask questions
to the teacher (89.1%) ,the smallest in terms of the availability of teachers for
extracurricular consultations on the course (79.5%) and the use of interactive
teaching methods.
According to the satisfaction of students of the medical faculty with the quality of
the modules:

In general, students of the Faculty of General Medicine show average

satisfaction with the quality of the modules (68%). The highest values of satisfaction
are noted by students in terms of the clarity of the goals and objectives of the module,
the relationship between the disciplines of the module and the clarity of the
disciplines.
It should be noted that student satisfaction with the organization and
curriculum of the modules increased compared to the assessment carried out in
2015, mainly due to an increase in satisfaction with the provision
educational methodological literature and organizationstudent's independent work
in separate modules. However, despite this, it is these criteria that have the lowest
satisfaction rates (less than 50%).
Thus, low indicators of student satisfaction in terms of the provision of educational
and methodological literature are noted in the following modules and blocks system,
Nervous system, Musculoskeletal system,Reproductive system, General
practice, Surgery, Rheumatic diseases, Infectious diseases, Internal diseases, Urogenital
system, Diseases of the respiratory system, Diseases of the heart and blood vessels,
Diseases of the gastrointestinal tract, Diseasesof the blood and circulatory system.
Low indicators satisfaction students by organization
independent work is noted in the following modules and blocks: Introduction to clinical practice,
Urinary system, Cardiovascular system, Reproductive system, Pediatrics, Traumatology and
orthopedics, Gynecology, Obstetrics and gynecology, AFP, Surgery, Rheumatic diseases,
Infectious diseases, Internal medicine, Urogenital system, Diseasesof the respiratory system,
Diseases of the heart and blood vessels, Diseases of the gastrointestinal tract, Diseases of the
blood and circulatory system.
Low indicators satisfaction students by providing
Consultative and methodological assistance is noted in the following modules and blocks:

78
Pediatrics, Traumatology and Orthopedics, Gynecology, Obstetrics and Gynecology, AFP,
Surgery, Rheumatic diseases, Infectious diseases, Internal diseases, Urogenital system,
Diseases of the respiratory system, Diseases of the heart and gastrointestinal vessels,
Diseases - intestinal tract, Diseases of the blood and circulatory system.

Low indicators of student satisfaction in the objectivity of the test control of

knowledge are noted in the following modules and blocks: Endocrine system,
Urinary system, Cardiovascular system,
The reproductive system.
Low indicators of student satisfaction with the quality of teaching in the module
were noted in the module - Reproductive system.
Students note the greatest satisfaction in the modules conducted in the first 2
courses of study: "From Molecule to Cell" (80%), "Man, Society, Health" (79%), and "From
Cell to Organ" (78%).
The lowest satisfaction was noted by students in the blocks "General medical
practice" (53%), "Surgery" (54%) and "Obstetrics and gynecology" (63%), conducted at
4-6 courses of study and are 1 of the main disciplines that form competencies
graduate of the Faculty of General Medicine.
Satisfaction with the curriculum of disciplines:

IN differences from modules students show high power

satisfaction (81%) with the quality of the organization of the educational process by
discipline.

Out of 9 criteria on 6 criteria, high student satisfaction was noted (more than
80%): explanation of the goals and objectives of training (89%); the consistency and
consistency of dividing disciplines into thematic sections (87%); comprehensibility of
the content of the discipline (86%); compliance of lectures and practical classes with
the objectives of the discipline (83%); help of theoretical knowledge in practice (85%);
the quality of training specialists at the department (81%). According to the other
three criteria, average satisfaction was noted: the objectivity of the final control of
knowledge (77%), the organization of students' independent work (72%) and the
provision of educational and methodological literature (72%).
According to students, the following departments (in order of decreasing
satisfaction%) scored the lowest rating in terms of satisfaction with the quality of
disciplines (69-76%): Hospital therapy, occupational pathology with a course of
hematology, Pathological anatomy, Philosophy and social sciences, Traumatology,
orthopedics and EH, Public health and health care, Neurosurgery undergraduate
andpostgraduate education, General surgery with a course of combustiology,
Obstetrics and gynecology No. 2, Hospital surgery with a course

79
operative surgery, Military medical training and EM, Anesthesiology and intensive care,
General and clinical epidemiology.

On the organization of industrial practice at the Faculty of Medicine:

When analyzing retrospective data on the passing of industrial practice by

students of the medical faculty of 2012 recruiting, it was found that the
decentralization of practice (passing practice in the regions) was actually introduced
from the 2015-16 academic year. So in the
2015-2016 academic year, 22.2% of the 4th year students, and in the 2016-2017
academic year, already 46.2% of the 5th year students completed internships in the
regions.

When analyzing the data of an anonymous questionnaire (autumn 2017) on

satisfaction with industrial summer practice of the 2016-2017 academic year among
5th and 6th year students of the medical faculty, it was found that satisfaction with
the quality of industrial practice was determined by the students as average: on the
5th year of practice "assistant inpatient doctor "- 51.5%, in the 6th year of practice"
FGP doctor's assistant "- 69.4%.
5th year students noted high satisfaction with living conditions (81.8%),
average satisfaction with the support of medical facility personnel (64.9%) and
organization of practice (51.5%), and insufficient with the help of local leaders ().

The 6th year students noted the average satisfaction in all indicators, while the
highest values of satisfaction were in the support of healthcare facility personnel
(66%),the organization of practice (60%), and the least in terms of the help of local
leaders (52.6%) and living conditions (51 ,8%).
In the regions, 45.1% of students (5th year) underwent summer industrial
practice "assistant doctor of a hospital" and 40.5% of students (6th year) underwent
practice "assistant doctor of FGP".
Satisfaction indicators among students who underwent internship in the
regions,both “assistant to the hospital doctor” and “assistant to the FGP doctor,” were
higher among students who underwent internship in Bishkek according to the
following criteria: practice and living conditions; for the assistance of a local leader
was higher in the region only for the practice of “FGP doctor's assistant”.

Satisfaction indices of 6th year students with the practice of “doctor's assistant
toFGPs” who were practicing both in the regions and in Bishkek were the same. At
the same time, the satisfaction of 5th year students with the practice of “assistant
to a hospital doctor”, which took place in the regions, was high (80%), and among
80
students who took place in Bishkek, it was extremely low (28%). Perhaps due to the
overload of healthcare organizations in Bishkek with students and residents of
several universities (MVSM, KRSU, MUK, etc.), access to the development of
practical skills for students of KSMA at these bases in Bishkek is limited.
When assessing satisfaction with the development of practical skills within the
practice of “FGP doctor's assistant” in areas (specialties), 6th year students noted high
satisfaction in “pediatrics” (93.9%) and “therapy” (93.7%) and average satisfaction in
blocks "Surgery" (57.6%) and "obstetrics and gynecology" (54.8%). At the same time, it
should be noted that the satisfaction of the 6th year students who underwent practical
training in Bishkek was higher compared to those who took place in the regions in the
"surgery" and "obstetrics and gynecology" blocks, and lower in the "pediatrics" and
"therapy" blocks.
When assessing satisfaction with the development of practical skills within the
practice of “assistant to a hospital doctor” in areas (specialties), 5th year students noted
high satisfaction in all blocks of practice (ranging from 94% to 98.2%). At the same time,
there were no significant differences between the satisfaction of students who
underwent internship in Bishkek or in the regions.

It was not possible to establish the reason for the dissatisfaction with the
acquisition of practical skills, since the questionnaire did not contain relevant questions.
The questionnaire requires revision.
According to the satisfaction of graduate students of the Faculty of General Medicine

As a result of the analysis of the assessment data of graduates' satisfaction with

the quality of training in accordance with the competencies in the specialty "General
Medicine", it was found that, in general, students show an average degree of
satisfaction with the quality of training specialists at the faculty (65%).
Students show a high degree of satisfaction according to such criteria as the
presence of practice on the basis of FMC and FGP (97.3%), the ability to independently
work on the computer (87.2%), the ability to conduct a survey, examination and
examination of the patient, the choice of appropriate research methods. (85.5%) and the
ability to identify problems and attract an appropriate specialist to solve them (82.3%).

Students noted average satisfaction in terms of their readiness to make a

diagnosis based on examination results (75.2%), ability and readiness to communicate
with patients and colleagues in the Kyrgyz and Russian languages (74%), ability and
readiness to perform therapeutic measures in the most common diseases and
conditions (69.5%), knowledge and ability to find sources of medical information
necessary for work (68.6%), readiness for organizational and managerial work with small
teams (68.5%), knowledge of regulatory legal acts, rules of medical ethics and morality
(67.7%), knowledge and ability to analyze clinical syndromes, justify diagnosis,
treatment, prevention, taking into account their age and sex groups (65.2%),
81
Insufficient satisfaction is noted by students in their ability to analyze medical
information on the principles of evidence-based medicine (56.8%) and low satisfaction
with regard to the ability to use modern methods of collecting and analyzing
information on health indicators of the population (45.5%). It should be notedthat the
students themselves do not know and do not understand what subjects formthe last
two competencies. So when answering the question - "What disciplines / modules /
topics, in your opinion, can be shortened or offered as an elective course", students
noted such subjects as informatics, epidemiology, evidence-based medicine, statistics.
The departments leading these subjects should pay attention and strengthen their work
in this regard.
For the first time, a survey was conducted of the opinion of graduates about the
ratio of theoretical knowledge and practical experience: 66% of graduates believe that
this ratio is 70/30; 15% think the ratio is 50/50; 19% believe that in their training, the
acquisition of practical skills prevailed over theoretical knowledge 30/70.

About 96% of graduates indicated that they intend to continue their studies in
residency, while 86% indicated that they want to study in narrow specialties and 10%
indicated GPs (4% indicated “other”). The overwhelming majority (79%) of students want
to undergo residency in Bishkek, the rest - abroad, and only 1 student (0.3%) chose Osh
State University.
According to the progress of students of the medical faculty

When analyzing the change in the number of students of the medical faculty in
2012, it was determined that the percentage of students who completed their studies in
2018 was 86.7%, the percentage of those who were expelled was 13.3%. The main
reason for dropping out was academic failure, with the highest percentage of dropping
out observed in the 2-3 year.
When analyzing the change in the number of students of the entire medical
faculty in the 2017-2018 academic year, it was found that a total of 159 students were
expelled (5% of the total number of LF students), the main share falls on students of 2-3
courses of study, the main dominant reason was academic academic failure.

Since 2013, the assessment of students' knowledge by the method of computer

testing has been introduced in KSMA, which is used to assess the knowledge of students
in 9 modules and 4 disciplines, i.e. on 13 exams out of 30 exams (excluding final exams),
which is 43%. The main part of exams conducted by the method of computer testing
falls on 1, 2, 3 courses.
It should be noted that, unfortunately, not all subjects are covered by this method of
assessing knowledge. Perhaps 1 of the reasons for this is the limited capacity of the Clinical
Skills Development and Knowledge Assessment Center (75 seats in total).

82
 Maximum success rate (99%) based on computer testing knowledge
observed by modules "Endocrine" an"Urinary" system. The minimum
results were noted in the discipline "Biochemistry"(84%) and the module "Nervous
system" (85%).
The largest number of students exempted from exams falls on 1, 2, 3 courses,
while the maximum number of exempted students accounted for “Histology” and the
module “Respiratory system”, while there were no exempted students for “Surgery”.
There is a big difference between the number of discharged students, which may
depend both on the complexity of the discipline and on the imperfection of the
averaging modular rating system of assessment in comparison with the cumulative one.

83
о

ANNEXES

84
 Organizational structure of KSMA them. I.K. Akhunbaeva Attachment 1

Board of trustees
Press service
Rector
Finance committee
Rector's assistant

Academic Council Trade union committee

Department of financial Vice-rector for Vice-rector for

Vice-rector for scientific and
economic work state language and Vice Rector for Academic Affairs international relations and
educational work medical work strategic development
and accounting

Department of Legal and Deans of faculties Dean's Office of the Faculty of Foreign Citizens

personnel work
Kafedrs
Student Sector
office work Development Sector Educational and methodical department: Department of Scientific and Innovative and International
state clinical work connections

Common department
language
Planning sector,
implementation and methodological Center for Advanced Studies and
support of educational continuing education Management department
Department of educational
Head of programs quality of education
and organizational Interdisciplinary educational and
administrative
mass work Training Sector scientific center for biomedical research
economic work
process Department of System and
software
Procurement Sector and Anti- Educational, medical and scientific
medical Center securing
material terrorist
securing work and civil Center for Clinical Skills
defense Alpine Scientific Medical Training
Development, Knowledge Center named after Raimzhanova
Library
Production- Assessment and Work Practice
Sector e
operational Plastination Museum Academic clinic of KSMA
libraries
service KSMA
Center for pre-university Dental educational and scientific
preparation clinical base Study Center
Campus Archive foreign languages
Special councils for the defense of dissertations
Remote departm ent
Training sports Medical school at KSMA (for
Student campus wellness base disabled people Editorial and publishing department learning 87
"Tash-Dobo" Ak-Bulun vision)
First-aid post
 Appendix 2
Clinical bases of KSMA

Year
No. Clinical base signing and
endings
1. National Hospital 2015 - 2020
2. National Center for Cardiology and Therapy named after academician 2017-2022
M. Mirrakhimov
3. National Surgical Center National 2016 - 2021
Cancer Center 2015 - 2020
4
National Center for Maternal and Child Health Care 2017 - 2022
5.
6. Kyrgyz Scientific Center of Hematology
7. National Center for Phthisiology 2013 - 2018
Kyrgyz Research Institute of Balneology and Rehabilitation 2015 - 2020
8
Treatment Republican Clinical Infectious Disease Hospital 2016 - 2021
9
10. Republican Center for Mental Health 2016 - 2021
Republican diagnostic center Republican pathoanatomical
11
12. bureau Republican bureau of forensic medical examination
13. Republican blood center
14
Republican Center for Narcology
15
Republican Center for Health Promotion
16
17. Republican Center for Quarantine and Especially Dangerous
Infections Republican Center for Immunoprophylaxis
18
Republican Center for Dermatovenereology 2016 - 2021
19
Republican Association "AIDS"
20
21. Kyrgyz Scientific Center for Human Reproduction 2015 - 2020
22. Scientific and Production Association "Preventive Medicine" Central
Control
23. and Analytical Laboratory of the Department of Pharmaceutical
Provision
and Medical Equipment
24. City Endocrinology Dispensary in Bishkek City
25. Gynecological Hospital in Bishkek City Health Promotion
26. Center in Bishkek City Maternity Hospital No. 1 Bishkek
27.
28. City Maternity Hospital No. 2 Bishkek City 2016-2021
29. Perinatal Center Bishkek City Clinical Hospital No. 1 2013 - 2018
30 Bishkek City Clinical Hospital No. 6 Bishkek 2016 - 2021
31. 2015 - 2020
32. City Clinical Children's Emergency Hospital in Bishkek

33. Bishkek Research Center of Traumatology and Orthopedics City 2016 - 2021
Station of
34. Ambulance and Emergency Medical Aid Bishkek City Center for 2015 - 2020
Tuberculosis
35. Control Bishkek 2017-2022
36. Family Medicine Center No. 1, Bishkek. Family
37. Medicine Center No. 2, Bishkek. Family 2016 - 2021
38. Medicine Center №3 Bishkek. Family Medicine 2014 - 2019
39. Center No. 4, Bishkek. Family Medicine Center 2014 - 2019
40. No. 5, Bishkek. Family Medicine Center No. 6,
41. Bishkek. Family Medicine Center No. 7, 2014 - 2019
42. Bishkek. Family Medicine Center No. 8, 2014 - 2019
88
43. Bishkek. Family Medicine Center No. 9, 2014 - 2019
44. Bishkek. Family Medicine Center No. 10, 2012 - 2017
45. Bishkek. Family Medicine Center №11 2016 - 2021
46. Bishkek. Family Medicine Center №13 2017-2022
47. Bishkek. Family Medicine Center No. 15, 2017-2022
48. Bishkek. Family Medicine Center №16 2016 - 2021
49. Bishkek. Family Medicine Center No. 17, 2017-2022
50 Bishkek. 2017-2022
51. Family Medicine Center No. 18, Bishkek. Family 2013 -2019
52. Medicine Center No. 19, Bishkek City Center of the 2017-2022
53. State Sanitary and Epidemiological Supervision, 2017- 2018
54. Bishkek Dental Clinic No. 2 Bishkek Dental 2017 - 2022
55. Polyclinic No. 3 Bishkek Dental Polyclinic No. 4
56. Bishkek Dental Polyclinic No. 5 Bishkek Polyclinic 2017 - 2022
57. No. 6 Bishkek builders in Bishkek
58.
59.
60. Polyclinic for students 2017 - 2018
61. Specialized orphanage in Bishkek KSMIiPK
62.
63. Bishkek Medical School Gynecological
64. Hospital, Bishkek
65. Road Hospital of the Kyrgyz Railway Administration Department of 2015 - 2020
66. Health of the Mayor's Office 2016 - 2021
67. Polyclinic of the Ministry of Internal Affairs 2016 - 2021
68. Clinical Hospital of the Administrative Department of the President 2016 - 2021
and the Government of
69. the Kyrgyz Republic Scientific Research Institute of Heart Surgery and 2017 - 2022
Organ Transplantation
70. H1y. center "Kafmedcenter" 2016 - 2021
71. Educational - medical - scientific medical center Chui
72. regional center of family medicine Chui regional 2016 - 2021
73. united hospital Chui regional center of State Sanitary 2017 - 2022
74. and Epidemiological Supervision
75. Alamedin Center for Disease Prevention and State Sanitary and 2016 - 2021
Epidemiological
76. Surveillance Ysyk-Ata District Center for Family Medicine 2017-2022
77. Issyk-Ata TB 2014-2019
78. M.Ts. "Health" 2016 - 2021
79. Alay TB 2016 - 2021
80. Ak-Talinsky CSM 2017 - 2022
81. Sokuluk CSM 2017 - 2022
82. Jalal - Abad OOB 2016 - 2021
83. Jalal - Abad Family Medicine Center 2015 - 2020
84. Jalal - Abad regional center for the fight against tuberculosis Jalal -
85. Abad regional center of the State Sanitary and Epidemiological
86. Supervision Moscow Territorial Hospital 2016 - 2021
87. TsOVP Zheti - Oguz region 2015 - 2020
88. Chon-Alai TsOVP 2017-2021
89. Karasuu regional center of family medicine Karasuu 2016 - 2021
90. territorial hospital 2016 - 2021
91. Naryn Regional Center for Family Medicine At - Bashi 2017 - 2022
92. Territorial Hospital Suzak Territorial Hospital 2017 - 2022
93. 2016 - 2021
94. Suzak District Family Medicine Center Tokmok
95. Territorial Hospital 2017 - 2022
96. Republican TB hospital in Kara-Balta Oktyabrskaya territorial 2017-2022
97. hospital 2017 - 2022
98. Kochkor Territorial Hospital Kochkor Family 2017 - 2022
99. Medicine Center Naryn Regional United Hospital 2017 - 2022
100. Nookat Territorial Hospital 2017 - 2022
89
101. 2016 - 2021
102. Joint territorial hospital of Zhayil region Ala - Buka territorial 2016 - 2021
103. hospital 2016 - 2021
104. Talas regional united hospital Talas regional center 2015 - 2020
105. of family medicine Kara-Buurinskaya territorial 2015 - 2020
106. hospital TsOPP Toguz - Torous region 2017-2022
107. 2015 - 2020
108. Batken Regional Center for Family Medicine Batken 2014 - 2019
109. Regional United Hospital 2014 - 2019
110. Issyk - Kul Regional Hospital Issyk - Kul Family Medicine 2014 - 2019
111. Center Issyk - Kul Regional United Hospital Aravan 2017-2022
112. Territorial Hospital 2017-2022
113.
114. Aravan Family Medicine Center Uzgen
115. Territorial Hospital
116. Osh Interregional Children's Clinical Hospital Osh Regional
117. Narcological Dispensary Osh Interregional Clinical Hospital
118. Osh Regional Center for Tuberculosis Control Osh Regional 2017 - 2022
119. Skin and Venereal Disease Dispensary Osh Regional Center
120. for Mental Health Osh Regional Dental Clinic Osh Regional
121. Center of the State Sanitary and Epidemiological
122. Surveillance Center of the State Sanitary and
123. Epidemiological Surveillance Osh
124.
125. 2016 - 2021
126. Osh Regional United Hospital Osh City Territorial Hospital 2014 - 2019
127. Ambulance Station Osh City Dental Clinic Osh City No. 1
128. City Dental Clinic Osh City No. 2 Family Medicine Center
129. "Deni Sak El" Osh City Center for Family Medicine
130. "Medicine for you "Osh city Batken regional center for the
131. fight against tuberculosis Batken regional center of the
132. State Sanitary and Epidemiological Supervision
133.
134.
135. Aydarken Branch of Batken Regional United Hospital Aydarken Family
136. Medicine Center
137. Kadamjai Territorial Hospital 2016 - 2021
138. Kadamjay District Family Medicine Center Kyzylkiy
139. Territorial Hospital 2017-2022
140. Kyzylki City Family Medicine Center Bazarkorgon
141. Territorial Hospital Bazarkorgon District Family Medicine
142. Center Nooken Territorial Hospital
143.
144. Nooken District Family Medicine Center Mailuusuu
145. Territorial Hospital Mailuusuu City Family Medicine Center
146. Tashkumyr Territorial Hospital
147.
148. Tashkumyr city center of family medicine

90
 Appendix 3

The staff of the departments of KSMA

Total St Academic title,

No. Department name
PPP 12
aff Ph.D.,
d.m.s. position

1. Obstetrics and Gynecology №1 12 7 Professor - 1

1 Associate Professor - 2
2. Obstetrics and gynecology №2 13 Ext. - 4 3
Associate professor -3
1

3. Anesthesiology and resuscitation 5 Dr. med. - 1 Associate Professor - 1

of pre- and postgraduate
learning
Basic and clinical 53
13 Ext. - 2 Professor - 2
4.
pharmacology Corresponding member
-1
Associate Professor - 2
Biochemistry with a course 22 Ext. - 2 Ph.D. - 4
5. Corresponding
organic and Ph.D. - 3
inorganic chemistry D.b.n - 2 member - 1Associate

professor - 4

6. Military medical 6 Ext. - 2 Ph.D. -1

preparation and emergency Ph.D. - 1
medicine
7. Hospital therapy, 8 8
6 Professor -1
occupational pathology with a course 3 Associate Professor - 1
hematology
Histology, cytology, 10 Ext. - 2 3
Associate professor - 3
6
embryology 1
Hospital pediatrics with a 18 Ext. - 3 7 Professor -1
9
course of neonatology 2 Associate professor - 3
10. Hospital surgery with a 10 Ext. - 1
57 Academician - 1
course of operative surgery Professor - 4
Associate professor - 5

11 Hygiene disciplines 15 Ext. - 3 3 Professor -1

2 Associate Professor - 1
12. Children's infectious 6 6 3 Professor -1
diseases 2

13. Dermatovenereology 13 Ext. - 4 3 Professor -1

3
Pediatric surgery 5 Ext. - 1 2 Professor - 1
14
1 Associate Professor - 1

15 Pediatric dentistry 8 Ext. - 3 3 Professor - 1

1 Associate professor - 3
Computer science, physics, Ext. - 1 Ph.D. - 4 Professor - 1
16 14
mathematics and computer Associate
technology
17. Infectious diseases 11 Ext. - 2 3 Professor - 1
1 Associate Professor - 2
91
 Foreign and Latin 14 14 Ph.D. - 1 professor - 1
18
languages
Associate
Clinical Rehabilitation and 9 Ext. - 2 2 Professor -1
19.
Physiotherapy 1 Associate Professor - 1
20 Kyrgyz language 8 8
Ph.D. - 1
Associate Professor – 1

21. Radiation diagnostics 7 7

Candidate of ieAnscseosc-ia2te Professor
medical sc -1

22. Medical biology, 22 Ext. - 2 3 Professor -2

genetics and parasitology 1 Associate Professor - 1
23. Microbiology, virology and 13 Ext. - 1 7 Corresponding member
-1
immunology 2
Professor -1
Associate professor - 5
24. Normal and 13 Ext. - 4 4 Associate professor - 3
Topographic Anatomy
25. Neurology with a course 13 Ext. - 2 3 Academician - 1
medical genetics 1 Professor -1
Associate professor - 3
26. Neurosurgery pre- and Ext. - 2 2 Academician - 1
8
postgraduate education 3 Professor -2
Associate professor - 3
27. Public health and health 8 8
2 Professor -1
care 3 Associate Professor - 1
28. General and clinical 9 9 2 Professor - 2
epidemiology 2 Associate Professor - 1
29. General hygiene 8 8
K.m.n. - 3
Associate Professor - 1

30 Oncology 9 Ext. - 1 5 Professor - 1

2 Associate professor - 4
31. Ophthalmology Ext. - 2 4 Professor -1
8
1

32. Otolaryngology 12 12 7 Professor -1

2 Associate Professor - 2
33. Orthopedic Dentistry 13 Ext. - 2 3 Professor - 3
3 Associate Professor - 2
34. Pathological anatomy 9 9 1 Professor -1
1

35. Pathological physiology 10 Ext. - 2 4 Professor -1

2 Associate Professor -2

36. Propedeutics of internal 13 13 2 Professor -1

diseases with a course 2 Associate Professor - 2
endocrinology

37. Pediatric propedeutics 8 Ext. - 1 5 Professor - 1

diseases 1 Associate professor - 6
38. Propedeutic Surgery 12 1 Professor -1
2 Associate Professor - 2

92
39. Medical psychology, 12 Ext. - 2 Candidate of sciences - 4 Associate
psychiatry and narcology of
medical professor - 4
40. the Russian language 7 7 Ph.D. - 2
Associate Professor - 1

41. Forensic medicine and 8 Ext. - 2 2 Professor -1

jurisprudence 1 Associate Professor - 2

42. Family Medicine / 27 5 Professor - 1

undergraduate level 1 Associate professor - 5

43. Family Medicine /

postgraduate level

44. Nursing 10 10 1 Professor -1

1 Associate Professor - 1

45. Therapeutic dentistry 19 Ext. - 2 4 Professor -1

93
 Appendix 4
Application form

"The teaching staff through the eyes of students"

(The survey is conducted anonymously).

Dear Student! Feedback is very important for studying the quality of teaching and
the professional competence of KSMA teachers. In this
questionnaire, ask You, Mark options answers, most
corresponding to your opinion.

1. General information:
1.1. Enter your gender Husband. Female

1.2. What kind of student are you? Budget Contract

1.3. Specify faculty Drop-down list
1.4. Specify the course Drop-down list

4. Enter your full name. teacher

Fully Polnos
Assessment "Teacher through the eyes I don't Not Somnev Agree thu
No. I agree I agree i'm yen
of a student" in agreement
n
Explains the material clearly, easily,
explains difficult places and highlights the
1. main points, creates a logical sequence 1 2 3 4 5
in the presentation

2. Stimulates interest in the discipline using

interactive teaching methods (role plays,
discussions, round table, etc.) and technical 1 2 3 4 5
teaching aids

3. Forms systemic thinking in the student,

linking the essence of the subject with other
1 2 3 4 5
disciplines, determining the place and
meaning of his subject in
practical activities of the doctor
In the classroom, the course provided the
4. opportunity to ask questions to the 1 2 3 4 5
teacher
Skillfully owns the audience, monitors its
5. 1 2 3 4 5
reaction, competently translates the
discussion into a constructive channel
6. Has a demeanor to himself, treat
students with respect, showing goodwill 1 2 3 4 5
and tact
7. The instructor was available for
1 2 3 4 5
out-of-class consultations on the course
There were cases when a teacher
8. required or achieved certain services for 1 2 3 4 5
credit or grade in exams
I believe that the quality of teaching
9. 1 2 3 4 5
the discipline is high
Thank you very much for your participation!

95
 Appendix 5

Application form
"Satisfaction of students with the quality of the curriculum of 1-3 year modules"
(The survey is conducted anonymousl y).

Dear Student! The presence of feedback is very important for studying the quality
of teaching disciplines and modules at KSMA. I.K. Akhunbaeva. In this questionnaire, we
ask you to mark the answer options that best match your opinion.

1. General information:

1.1. Enter your gender Husband. Female

1.2. What kind of student are you? Budget Contract

1.3. Specify faculty Drop-down list
1.4. Specify the course Drop-down list

2. Please rate the curriculum of the 1-3 course module

Select module Drop-down list

Completely Polnos
Evaluation of the module curriculum for Not
yu not Somnev Agree thu
No. in agreement
i'm yen
1-3 year students I agree n
in agreement
n

1. The goals and objectives of the module were explained at the

1 2 3 4 5
beginning of the module.

2. All disciplines of the module are interrelated. 1 2 3 4 5

3. The content of all disciplines of the module
1 2 3 4 5
was clear.
4. At the end of the module, I received new
theoretical knowledge that will help me in 1 2 3 4 5
practice.
5. I am satisfied with the provision
methodological and educational literature on the 1 2 3 4 5
disciplines of the module.

6. I am satisfied with the organization of

independent work (IWS): explained and
1 2 3 4 5
provided advice.

7. The module grading system

1 2 3 4 5
seemed clear to me
8. I believe that the final test exam for a
module allows an objective assessment of 1 2 3 4 5
the student's learning outcome.
I believe that the quality of training
1 2 3 4 5
9.

specialists in the module is high

Thank you very much for your participation!

96
 Appendix 6

Application form
"Satisfaction of KSMA students with the quality of educational programs of modules 4-6
course "
(The survey is conducted anonymously).

Dear Student! The presence of feedback is very important for studying the quality
of teaching disciplines and modules at KSMA. I.K. Akhunbaeva. In this questionnaire, we
ask you to mark the answer options that best match your opinion.

1. General information:

1.1. Enter your gender Husband. Female

1.2. What kind of student are you? Budget Contract

1.3. Specify faculty Drop-down list
1.4. Specify the course Drop-down list

2. Please rate the curriculum of the 4-6 course module

Select module Drop-down list

Completely Polnos
Evaluation of the module curriculum for Not
yu not Somnev Agree thu
No. in agreement
i'm yen
4-6 year students I agree n
in agreement
n
Previously completed modules for 1-3
1. courses of study helped me in mastering this 1 2 3 4 5
module

The goals and objectives of this module were

2. 1 2 3 4 5
explained at the beginning of the module.

3. All disciplines of the module are interrelated. 1 2 3 4 5

The content of all disciplines of the module
1 2 3 4 5
4.

was clear.
5. At the end of the module, I received new
theoretical knowledge that will help me in 1 2 3 4 5
practice.
6. I am satisfied with the provision
methodological and educational literature on the 1 2 3 4 5
disciplines of the module.

7. I am satisfied with the organization of

independent work (IWS): explained and
1 2 3 4 5
provided advice.

8. The module grading system

1 2 3 4 5
seemed clear to me
9. I believe that the final test exam for a
module allows an objective assessment of 1 2 3 4 5
the student's learning outcome.
10. I believe that the quality of training
1 2 3 4 5
specialists in the module is high
Thank you very much for your participation!

97
 Appendix 7

Application form
"Satisfaction of KSMA students with the quality of disciplines curriculum"
(The survey is conducted anonymously ).

Dear Student! The presence of feedback is very important for studying the quality of
teaching disciplines and modules at KSMA. I.K. Akhunbaeva. In this questionnaire, we ask you
to mark the answer options that best match your opinion.

1. General information:

1.1. Enter your gender Husband. Female

1.2. What kind of student are you? Budget Contract

1.3. Specify faculty Drop-down list
1.4. Specify the course Drop-down list
2. Please rate the curriculum of the discipline
Select the appropriate discipline: Drop-down list
Completely Polnos
Evaluation of the curriculum of Not
yu not Somnev Agree thu
No. in agreement
i'm yen
the discipline I agree n
in agreement
n

The goals and objectives of the discipline

1. 1 2 3 4 5
were explained at the beginning of the
course.
2. The division of the discipline into thematic
sections was logical and 1 2 3 4 5
consistent
3. Lectures and practical assignments
in the discipline corresponded to 1 2 3 4 5
the set goals
4. The content of the disciplines was clear. 1 2 3 4 5

At the end of the discipline, I received

5.
new theoretical knowledge that will help 1 2 3 4 5
me in practice.
6. I am satisfied with the provision
methodical and educational literature on 1 2 3 4 5
the discipline.
7. I am satisfied with the organization of
independent work (IWS): explained and
provided advice.
1 2 3 4 5

I believe that the final test exam in the

8
discipline allows you to objectively assess 1 2 3 4 5
the student's learning outcome.
I believe that the quality of training
9. 1 2 3 4 5
specialists in the discipline is high
Thank you very much for your participation!

98
 Appendix 8

Questionnaire for the assessment of the curriculum by KSMA graduates

Dear graduate!
You are completing your studies at our educational institution. That is why it is
important for us to hear your opinion. You can contribute to improving the quality of education
at KSMA by filling out the form below.

Your faculty (specialty):

Check 1 of the following answer options for the question / statement:

Question Answer option Arg ument

(explain
why)
1. Are you able and ready for written and oral • - Yes
communication with patients and colleagues in • - Not
Kyrgyz and Russian? • - I doubt it
2. Are you able to work independently on a computer? • - Yes
• - Not
• - I doubt it
3. Do you know whethernYou sourcesnmedical • - Yes
information necessary for professional work and • - Not
can you find it? • - I doubt it
4. Are you capable of performing medical analysis • - Yes
Information on the principles • - Not
evidence-based medicine? • - I doubt it
5. Are you ready for organizational and managerial • - Yes
work with small teams (groups, families, etc.)? • - Not
• - I doubt it
6. Are you able to identify the natural science essence • - Yes
of the problems that may arise in professional • - Not
activity and attract an appropriate specialist to • - I doubt it
solve them?
7. Have you got enough knowledge in the field of • - Yes
regulatory legal acts, rules of medical ethics? • - Not
and morality, so that not admit • - I doubt it
illegal actions in your work?
8. Have you received enough knowledge to be able to • - Yes
spend analysis clinical • - Not
syndromes, justify methods / principles
• - I doubt it
diagnostics, treatment, prevention among
population, taking into account their age and sex groups?
9. Are you able to conduct and interpret the survey • - Yes
patient, physical inspection, • - Not
clinical examination, choose • - I doubt it
appropriate laboratory and instrumental studies,
fill out the patient's medical record?
10. Are you capable and ready to make a diagnosis • - Yes
based on the results of biochemical and clinical • - Not
studies, taking into account pathology? • - I doubt it

99
 by organs, systems in general?
11. Are you able and ready to carry out basic • - Yes
treatment measures for the most common • - Not
diseases and conditions in adults and children?
• - I doubt it

12. Are you able to apply modern social and hygienic • - Yes
methodology and• - Not
collecting

medical and statistical analysis of information on • - I doubt it

population health indicators
13. Indicate ratio received You • - 40% to 60%
theoretical knowledge and practical experience • - 50 to 50%
during the curriculum? (theory / practice): • - 70% to 30%
• - 90% to 10%
14. Do you intend to continue your studies in • - Yes
residency: • - Not
• - I do not know
15. If you intend to continue your residency in • - GP
studies, what specialty • - narrow specials
• - other
16. Have you had an internship on the basis of FMC, FGP? • - Yes
• - Not
• - I do not know
17. Please rate in general the quality of training • - good
specialists at your faculty • - satisfactory
• - bad

Please answer the following questions (in free form):

18. What disciplines / modules / topics, in your opinion, can be shortened or offered as an
elective course (specify):

19. What disciplines / modules / topics, in your opinion, need more in-depth study. In doing so,
indicate the ratio of the theoretical and practical part (for example, 50/50 or 40/60)

20. List the clinical bases (hospitals, FMCs, TsGSEN) where you were trained in the 6th year and
indicate whether your work with patients was supervised.

21. In which clinical disciplines would you like to pursue postgraduate studies?
Explain why.

22. Where would you like your residency training? Explain why.

23. What recommendations would you like to give to improve the educational program and
process at KSMA?

100
Thank you very much for the work d1!

101