Transforming Medical Education Through International Accreditation: The Case of the Mongolian National University of Medical Sciences (2010–2024)

This paper examines the 14-year journey of the Mongolian National University of Medical Sciences (MNUMS) in achieving and sustaining international accreditation for its undergraduate medical program. Beginning in 2010, MNUMS undertook a series of institutional reforms that culminated in full accreditation in 2016 and re-accreditation in 2024 by an international agency recognized by the European Network for Quality Assurance in Higher Education (ENQA). Drawing on institutional self-assessment reports, evaluator feedback, and stakeholder consultations, this case study explores how the accreditation process functioned as a catalyst for educational reform and quality enhancement. The findings reveal major transformations in curriculum design, assessment systems, and institutional governance. MNUMS adopted the European Credit Transfer and Accumulation System (ECTS), introduced outcome-based education and Entrustable Professional Activities (EPAs), expanded its Clinical Skills Center, and implemented a compulsory undergraduate research project. Additionally, the creation of an integrated Bachelor–Master pathway and strengthened international partnerships further advanced the university’s alignment with global medical education standards. This case illustrates how international accreditation can drive systemic improvement in medical education within developing-country contexts. The MNUMS experience highlights the value of sustained institutional commitment, responsiveness to external evaluation, and the strategic use of accreditation as a framework for continuous innovation and global integration.