• Moshe Y Flugelman, Ruth Margalit, Ami Aronheim, Omri Barak, Assaf Marom, Katya Dolnikov, Eyal Braun, Ayelet Raz-Pasteur, Zaher S Azzam, David Hochstein, Riad Haddad, Rachel Nave, Arieh Riskin, Dan Waisman, Robert Glueck, Michal Mekel, Yael Avraham, Uval Bar-Peled, Ronit Kacev, Michal Keren, Amir Karban, and Elon Eisenberg.
• Rappaport Faculty of Medicine, Technion-Israel Institute of Technology, Haifa, Israel.
• Isr Med Assoc J. 2021 Jul 1; 23 (7): 401-407.

BackgroundThe coronavirus disease-2019 (COVID-19) pandemic forced drastic changes in all layers of life. Social distancing and lockdown drove the educational system to uncharted territories at an accelerated pace, leaving educators little time to adjust.ObjectivesTo describe changes in teaching during the first phase of the COVID-19 pandemic.MethodsWe described the steps implemented at the Technion-Israel Institute of Technology Faculty of Medicine during the initial 4 months of the COVID-19 pandemic to preserve teaching and the academic ecosystem.ResultsSeveral established methodologies, such as the flipped classroom and active learning, demonstrated effectiveness. In addition, we used creative methods to teach clinical medicine during the ban on bedside teaching and modified community engagement activities to meet COVID-19 induced community needs.ConclusionsThe challenges and the lessons learned from teaching during the COVID-19 pandemic prompted us to adjust our teaching methods and curriculum using multiple online teaching methods and promoting self-learning. It also provided invaluable insights on our pedagogy and the teaching of medicine in the future with emphasis on students and faculty being part of the changes and adjustments in curriculum and teaching methods. However, personal interactions are essential to medical school education, as are laboratories, group simulations, and bedside teaching.

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