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Primary Care / Specialty Care Distribution
100% of Mongolian Physician Assistants currently work in primary care.
Scope of Practice
The work performed:
Provide health care services provided by physicians under the supervision of a physician. Physical examination, treatment and counseling of the patient. In some cases, medication is prescribed. Going to the countryside on call.
General and special vocational training:
Study in medical college or nursing school and have a diploma
The main responsibilities of the profession:
--Examine the patient for information on the patient's condition
--Interpret abnormal test results and use them for diagnosis
--Make an initial diagnosis and decision on how to treat and rescue the patient
--Collect and record information such as the patient's medical information, medical history, progress report, and physical examination results
--Perform or order diagnostic tests such as X-rays, electrocardiograms, and laboratory tests
--Prescribe treatment or medication with a doctor's permission
--Perform treatment regimens, such as injections, vaccinations, sutures, dressings, prevention of infection, or reduction of inflammation
--Assist the patient during surgery and complex medical treatment
--Supervise the work of technicians and technical assistants.
--Visit patients at the time of discharge or according to home calls, observe them, update their information and request diagrams, order treatment, and notify the physician.
--Keep a history of the patient's life (such as heredity).
--Advise and explain the patient's family to the patient.
--Training and promotion
Ability to advise citizens on treatment regimens, diet, symptoms, family planning, daily psychological issues, health care, access to professional information on the Internet, development of advice, and improvement of foreign language skills.
Personality Traits and Responsibilities:
Must have scientific knowledge, good memory, concentration, agility, good hand and eye orientation, good hand coordination, personal organization, and professional ethics.
Opportunity for Advancement in the Future:
Trainer in Medicine, Public Health, and Health.
Rural Practice Data
of Mongolian AMTCs work in rural settings
Data on this particular realm does not currently exist, or is in the process of being gathered and verified.
In Mongolia, the cadre has been around for some time; beginning in the 1934-1935 academic year, medical college and began to prepare feldshers in a 3-year training program, operated until 1993. Feldshers continue to provide care, particularly in rural and remote areas. In Mongolia, training of feldshers ended in 2012 in Ulaanbaatar, in 2016 in Dakhan
province, in 2017 in Dornogovi province, and 2018 in Gobi-Altai province, by order of the Ministry of Health. Currently, there are 2,410 in active practice (as of August 2021).
Last century, Government of Mongolia paid a lot of attention to provide basic and accessible healthcare service to its citizens. Trainings were provided in successive levels and best graduates accepted to next level where medical doctors were at top which caused the oversupply of doctors and a low ratio of nurses to doctors. Although the government is adopting policies to address these challenges, there are 10 private universities are graduating the physicians besides the MNUMS, public university. Accreditation and licensing is regulated by center of Health development, Government implementing agency under the MOH, main responsibility of organizing licensing examinations for all health related professionals
Regulation & Accreditation
All training programs and curriculum are obligated to be accredited by the National Council for Educational Accreditation of Mongolia
The Law on Education, adopted by the Parliament of Mongolia on June 13, 1995, provided the first legal basis for educational accreditation, which laid the foundation for the formation of an accreditation body. Resolution No. 240 of the Government of Mongolia of December 15, 1997 approved the “Charter of Educational Accreditation Institutions”, and Order No. 24 of 1998 of the Minister of Enlightenment established the National Council for Higher Education Accreditation. The Secretariat of the National Council for Higher Education Accreditation was established in January 2006 and was renamed the National Council for Education Accreditation by Order No. 59 of the Minister of Education, Culture and Science in 2004.
The National Council for Education Accreditation has a 9-member Board, a 13-member Higher Education Accreditation Commission, an 11-member Vocational Education Accreditation Commission, 10 professional accreditation evaluation councils, 15 Secretariat experts, and more than 500 qualified experts.
Responsibilities of the National Accreditation Council:
1. Accreditation of higher education institutions and programs 2. Accreditation of vocational education and training institutions and programs 3. Pre-accredit new programs 4. Draw conclusions on the classification of universities 5. Register foreign and domestic accreditation bodies and coordinate their activities 6. Selection and training of experts 7. Provide information to the public on accreditation activities 8. Promote accredited schools and programs to the public
Program accreditation is the process by which an authorized third party conducts an independent assessment, quality assurance, and evaluation of whether a curriculum for a degree meets the criteria set by the National Council for Education Accreditation.
Pre-accreditation is the process by which an authorized third party conducts an independent assessment, quality assurance, and assessment of whether an educational institution's new curriculum meets the criteria set by the National Council for Education Accreditation.
Country Healthcare System Structure
There is a two-tier health system with primary care and specialized care, including referral care. The system was inherited from the former centralized Semashko system and has undergone modifications over time. Since 1991, piecemeal attempts have been made to strengthen the management of health system and health service delivery. Family group practices were introduced at the primary health care (PHC) level, regional diagnostic and treatment centres (RDTCs) were established at the regional level, and secondary level general hospitals were split into
inpatient and outpatient sections in Ulaanbaatar.
The Health Act (2011) reorganized health care organizations in terms of function and structure in different levels of the system. For instance, Family group practices and soum hospitals were restructured into family/soum health centers with more focus on public health intervention rather than former curative services.
After the collapse of the socialist state system in 1990, Mongolia enacted political and economic reforms so as to move toward a democratic system with a neoliberal economy. A Semashko-style centralized and hierarchical healthcare system, which was established during the socialist regime, played a significant role in improving general health status, especially among rural residents. A strong network of soum hospitals (later renamed soum health centers: SHCs), the sole healthcare provider in rural soums (smallest administrative unit in a Mongolian province) and with a referral level at the aimag (province) level, general hospitals deliver a comprehensive set of primary and secondary healthcare provisions in rural provinces. Rural healthcare is highly resource-intensive; thus, ensuring access to health services is vital in a country with vast rural territory and a very low population density. Within urban cities, healthcare is provided through polyclinics, district hospitals, and tertiary level hospitals and specialized centers. Urban healthcare is mostly reliant on curative services, thus highly inefficient.