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What makes our program unique

The Technion Faculty of Medicine pioneered the integration of exact sciences, engineering, life sciences and medical sciences to advance health care. Our research mission is to conduct cutting-edge research to advance knowledge in life and medical sciences and improve health care. Our teaching mission is to educate students to become compassionate clinicians, researchers, and teachers.

The medical program mission is to produce a quality physician, placing professionalism at the center of teaching while fostering research abilities and scientific know-how. The goals are to train a student to have the background and the tools to continue his/her education in the medical profession in any direction he/she chooses, to develop his/her communication skills with peers, patients and their families, and to be able to develop into a clinician/researcher in order to advance medical knowledge for the benefit of patients.

The curriculum emphasizes self-study, both as a means to supplement course material and as the basis for the ongoing development required of the practicing physician and scientist to keep abreast of the rapid changes in medicine. The curriculum emphasizes the behavioral sciences, in which students learn the various facets of the doctor-patient relationship and study the ethical aspects of medical practice. Preventive medicine and community public health services are stressed as major elements within the curriculum

Excellent clinician

Excellent clinician – The realities of modern medical practice – insistent time constraints, technologies which erode the patient-physician relationship, intrusive regulation, fragmented healthcare delivery systems – present formidable barriers to the clinical education of medical students. Yet, the need to educate deeply caring and exceptionally competent physicians that will both treat and comfort patients has never been more acute. The Technion American Medical School identifies an Excellent Clinician as a physician who is equally steeped in science and humanism, and who can bring both to the care of each individual patient. To consistently educate students to achieve this status, we have adopted a Curriculum for Clinical Excellence, which is designed as an interwoven continuum of clinical milestones leading to a staircase of clinical achievement. Our template for inclusion of curricular elements has been the Core Competencies of the Accreditation Council for Graduate Medical Education (ACGME). At the Technion American Medical School, clinical experience starts the first week of attendance. The CLINIC, CAREER AND COMMUNICATION (CCC) course meets every other Thursday throughout the first year. It provides an introduction to the settings of clinical practice—hospital and clinic—and an initial foundation in clinical communication and experience. The purpose of the course is to make the clinical environment familiar to the students, to begin the complex and multifaceted process of skillful patient communication, and to start building the students perception of themselves as medical professionals.

At the Technion American Medical School, clinical experience starts the first week of attendance. The CLINIC, CAREER AND COMMUNICATION (CCC) course provides an introduction to the settings of clinical practice—hospital and clinic—and an initial foundation in clinical communication and experience. The purpose of the course is to make the clinical environment familiar to the students, to begin the complex and multifaceted process of skillful patient communication, and to start building the students.

First Year

perception of themselves as medical professionals. Some of the skills learned, and experience gained, during CCC include:

Familiarity with the clinical environment: hospital and clinic

Greeting the patient, introducing oneself, expressing empathy

Beginning the patient interview: presenting symptoms

Communication in difficult situations: life-threatening illness; breaking bad news; the uncooperative patient

Observation of professional behavior: senior faculty in the patient care environment

Self-care and mindfulness: caring for oneself as a physician

Second Year

The second year of instruction starts with INTRODUCTION TO CLINICAL MEDICINE (ICM), a 4-month course which includes the foundational pathophysiology of system-based human disease: Cardiovascular, Respiratory, Gastrointestinal, Nephrology, Endocrine, Psychiatry, Hematology-Oncology, Obstetrics and Gynecology, Rheumatology and Neurology. Throughout the course, students prepare for class by reviewing a detailed Faculty-compiled/authored syllabus of materials regarding a cardinal topic. Following this self-learning, classroom sessions consist of student team-led review and approach to assigned clinical scenarios with discussion moderated by Faculty members. The “classroom” experience is highly interactive and dynamic and may include interview and examination of Standardized Patients presenting with syndromes just studied by the students. Competencies emphasized in ICM include:

Familiarity with the clinical presentation and treatment of the cardinal disease processes of each major organ system

Initial experience operating as a clinical team in the solution of clinical scenarios

Application of basic science and pathophysiology to patient case scenarios

Student teaching of concepts and application to patient cases in a “flipped classroom” format

Application of new research to treatment paradigms

Aspects of disease prevention related to lifestyle decisions

Multimodality knowledge acquisition and integration

INTRODUCTION TO THE CLINIC (ITC), which is held the second semester of 2nd year, deepens and systematizes the introductory communication and patient relational skills of CCC, and teaches a thorough multisystem physical examination. ITC is an intense, 6-week clinical immersion experience which consists of didactic presentation by faculty, student-composed written and oral case presentations, and daily physical examination drill on both normal volunteers and hospitalized patients. The course is taught by senior clinical faculty. Integral elements of ITC include:

1. A highly structured approach to the comprehensive patient interview

2. Instruction in active listening

3. Differential diagnosis systematically incorporated into History of the Present Illness.

4. Clinical reasoning incorporated into the Assessment and Plan of the patient interview.

5. Drill in oral presentation.

6. Competency in comprehensive physical examination (92 elements) with emphasis on patient bedside drill at hospital.

7. Initial experience with Objective Structured Clinical Examination (high-stakes summative assessment of Physical Examination skills).

8. Making a personal connection with the patient and establishing trust.

9. Progress note composition and concept of longitudinal care.

10. Appreciation of and sensitivity to very broad diversity of ethnic and socioeconomic origins.

11. Professionalism in appearance, bearing and presentation.

12. Beginning assumption of personal professional persona.

13. Respect and support for members of peer team.

14. Centrality of patient privacy and modesty, and cultural considerations.

15. Initial interaction with patient families.

Third Year

The CORE CLINICAL CLERKSHIPS (CCCL) comprise the heart of the clinical curriculum in the third year of TEAMS. As is true for most allopathic medical schools, these ward-based rotations in the core specialties provide the students an opportunity for direct patient contact, supervised management responsibilities and in-depth exposure to the hospital environment. The core clerkships at TEAMS consist of rotations in: Internal Medicine, Surgery, Pediatrics, Family Medicine, Obstetrics and Gynecology, Neurology and Psychiatry. In addition, the TEAMS Curriculum for Clinical Excellence supplements the core clinical exposure with a one day a week curriculum at the Technion Clinical Skills Center throughout each rotation. This day-long session, led by a senior subspecialty clinician, assures that all TEAMS students, regardless of their individual experience on the wards, share a foundational curriculum of cases central to each specialty. Standardized Patient scenarios and specialty-designated mandatory cases accessed on, are employed for this purpose. In addition, the supplemental curriculum includes small group bedside tutorials in advanced physical examination, a specialty-directed imaging curriculum and basic procedures competence drills. In aggregate, the central elements of the Core Clinical Clerkships include:

1. Extensive direct patient contact.

2. In-depth simulated patient cases (Standardized Patient format)

3. Mandatory performance of layered patient care cases and fund of knowledge review (

4. Required specialty text reading assignments.

5. Application of the extensive physical examination skills learned in ITC and construction of an individualized core physical examination under faculty supervision.

6. Presentation of multiple structured interviews of patients with a wide spectrum of specialty specific conditions.



Inquiring learner

To ensure that students are exposed to the experiences to acquire clinical skills, the Faculty of Medicine is building a center for clinical skills (simulation center). The center is already under construction, directed by experts in the field simulations and small group teaching. The present activities related to simulation based medical education (SMBE) are being developed and supervised under the Clinical Skills Cluster. Our goal to initiate a standardized patient training center is set for 2022. Using rooms at the faculty, the framework will provide medical students the training to understand effective communication skills in the medical interview including empathy, respect and support. Establishing a standardized patient clinical center for all medical students will provide an avenue to provide OSCE training and clinical preparation.


Empathetic professional

The Behavioral Science Course. Course Vision: the course will provide the student with an introduction to biopsychosocial aspects of medicine, with particular reference to their own health and wellbeing as medical students and future doctors. The course will include an introduction to the major areas of lifestyle medicine with reference to the Israeli Lifestyle Medicine Association syllabus. The course covers professionalism and medical ethics.

Course Objectives: The student will acquire a solid foundation and sound knowledge of behavioral science including aspects of lifestyle medicine.

They will acquire knowledge and a range of tools in order to look after their own health and wellbeing as medical students and for their future life as physicians.

They will develop an overview regarding the main areas of lifestyle medicine and how they can use this knowledge both for themselves and patients in their care. In particular how their own health and wellbeing can impact on the health and wellbeing of their patients going forward.

They will develop a personal self-care and life style plan for their time in medical school.

Medical leader
Interdisciplinary Community Health Center “New Spirit”.

The New Spirit Intercultural Community Studies Center was established by the Faculty of Medicine at the Technion in the “Hadar” neighborhood. This is a unique opportunity for you to learn and gain hands on experience, and get to know an approach to inclusive medicine from a community perspective. You will work together with colleagues from the health professions in various fields to promote Health among marginalized populations with limited access to health services. During this elective, you will participate in the center’s activities in the afternoon, as part of the center’s unique model – Student Run Clinic, in which students take a significant part in management, development, and treatment procedures. Family physicians, medical consultants from various fields (OBGYN, pediatrics, psychiatry, orthopedics, ophthalmology, ENT and neurology) will supervise students’ activities and personally mentor them.

While working, you will be exposed to the center’s management processes and unique content related to the center’s activities and it’s patients, such as:

• Understanding of the health insurance system within the Israeli health system – who is eligible for insurance, and what is civil status.

• The impact of poverty on health.

• Familiarity with excluded populations – lack of status / populations at risk / sensitivity in Haifa (homeless teens, prostitutes, asylum seekers, and women who are victims of domestic violence).

• Experience in interdisciplinary work – the importance of working together with the nursing staff, social work, Art therapists, occupational therapy, legal advice and more.

• Knowledge of issues in running a clinic in the community.

• Understanding the human rights convention and focusing on the right to health.

• Leadership and management.

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