Table 3 Key features of medical education in the five Israeli medical schools
From: Medical education in Israel 2016: five medical schools in a period of transition
| Jerusalem | Tel Aviv | Haifa | Beer Sheva | Safed | |
|---|---|---|---|---|---|
| When established | 1949 | 1964 | 1970 | 1974 | 2011 |
| Types of programs | 6 year with 4 patterns (regular, Military Medicine, research oriented, community oriented) |
6 year 4 year Foreign students |
6 year Foreign students |
6 year Foreign students |
3 year 4 year |
| Admissions processa | MMI (in house) | MMI (MSR) | MMI (in house under MSR supervision) | Computerized screening and interview | MMI (MSR) |
| Type of curriculumb | Traditional until Oct-2016, when a reform was launched | Originally traditional, later reformed | Originally traditional, later reformed | Originally innovative, further reformed in a number of cycles | Innovative from the school’s establishment |
| Faculty development | Yes | Yes | Yes | Yes | Yes |
|
Teaching Methods: - Number of small group/self-directed courses - Lecture-based courses - Team-based learning |
At least 1 Yes Not yet |
At least 1 Yes Not yet |
At least 1 Yes Not yet |
At least 2 Yes Yes |
At least 3 Yes Yes |
| Physical infrastructure | Adequate (but more small group space needed) | Adequate (but more small group space needed) | Limited | Adequate | Limited |
| Humanities requirement | Yes | Yes | Yes | Yes | Yes |
| Methods for student assessment | Traditional – predominantly MCQ | Mixed – MCQ+ OSCE + other | Mixed – MCQ along with innovative modalities | Mixed, with extensive use of OSCE | Mixed |
| Weight of teaching performance in promotion decisions | Minimal,except in a teacher track (5 % of promotions) | minimal | minimal | substantial | minimal |
| Service learning | Required | Required | Elective | Elective | Required |
| Recently added courses | Humanities | Professionalism emphasis, longitudinal strands | Literature and medicine, genomics and medicine, entrepreneurship and medical technologies | Interprofessional education (IPE) and some of the humanities courses. | The school is new, so full curriculum is new. ETGAR course – transition between hospital and community \care. |
| Prizes & awards for teaching | Yes | Yes | Yes | Yes | Yes |
| Medical education unit | Center | Department | Unit | Center | Distributed |
| Future plans | Adding tracts, Significant community exposure increase | Physician self-care, gender medicine, and enhanced assessment of professionalism | Increase in the staff of the medical education unit | Simulation center, strategic plan to redesign the curriculum | Expand interprofessional education and increase the use of simulation. |