Article abstract

Journal of Educational Research and Reviews
Research Article | Published February 2019 | Volume 7, Issue 2, pp. 21-30.
 doi: https://doi.org/10.33495/jerr_v7i2.18.139

 

Initiative on engaging the under-graduate medical students in implementing the 5S-KAIZEN at Faculty of Medicine, Fayoum University

 

 

 

Naglaa A. El-Sherbiny
Eman H. Ibrahim*
Asmaa Younis

 Email Author

 

Public Health Department, Faculty of Medicine, Fayoum University, Egypt.

 

 

 

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 Citation: El-Sherbiny NA, Ibrahim EH, Younis A (2019). Initiative on engaging the under-graduate medical students in implementing the 5S-KAIZEN at Faculty of Medicine, Fayoum University. J. Edu. Res. Rev. 7(2): 21-30.
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 Abstract 

 

Integration of 5S-KAIZEN concepts into the medical curriculum of Public Health prepares the medical graduates with meaningful contributions to the mission of Continuous Quality Improvement (CQI). This paper aims to display the experience and impact of introducing the 5S-KAIZEN into the public health curriculum. A horizontal integration model was used in teaching the students the basic theoretical part of 5S-KAIZEN within a finite period of time followed by the practical application. The students achievements were evaluated with different methods included; written report, preparation of power-point presentation, a written exam, performance evaluation and MCQ. Students were able to evaluate the working environment; skilful in writing a report, clearly understood the required skills for a productive workplace. Findings suggest that 5S-KAIZEN is needed to be aligned as a requirement for graduation from all the post-graduate medical programs.

 

Keywords  5S   continuous quality improvement   public health   medical students   curriculum   Fayoum University  

 

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Abbreviations: PDCA: Plan, Do, Check and Act; ENT: Ear, Nose, and Throat; MCQs: Multiple choice questions; CQI: Continuous Quality Improvement; KAB: knowledge, Attitude and Behavior.
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Copyright © 2019 Author(s) retain the copyright of this article.

This article is published under the terms of the Creative Commons Attribution License 4.0



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