Join our diverse community of faculty and staff
快播视频 is creating a School of Medicine that reflects the strengths, needs and diversity of the communities we will serve. As part of our team, you will join a collaborative and innovative environment where faculty and staff are supported to grow, lead and thrive.
As an employer of choice, and one of , 快播视频 attracts talented people who are driven to make a lasting impact. At the 快播视频 School of Medicine, you will be working alongside skilled health-care researchers and professionals who share a commitment to shaping the future of education and health care.
Explore our current opportunities and join us on the journey as we build Ontario鈥檚 newest medical school.
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Clinical Education Leadership
The Faculty Lead, Indigenous Community Health serves in this capacity for the 快播视频 School of Medicine. The Faculty Lead, Indigenous Community Health plays a critical role in the integration of Indigenous health content into the Undergraduate Medical Education Program (UGME). The role focuses on addressing Indigenous health disparities, promoting cultural safety, and embedding the historical and contemporary contexts of Indigenous peoples into the medical curriculum. Reporting to the Dean of Record, School of Medicine, the Faculty Lead works closely with committee members to support the development and implementation of inclusive educational initiatives. This role is integral to fostering respectful and meaningful engagement with Indigenous knowledge and traditions within the School of Medicine. The role demonstrates a commitment to promoting decolonization, equity, diversity and inclusion in medical education and fostering a culture of excellence, professionalism, and lifelong learning.
The Lead, Generalist Health Care (GHC), Foundations (Year 1) is responsible for overseeing the planning, development, implementation and continuous quality improvement of the curriculum for their designated year of the GHC course within the Medical Degree (MD) program at the 快播视频 School of Medicine. This includes oversight of curriculum design, faculty and stakeholder collaboration and assessment development.
These courses provide learners with a foundation in person-centred primary care and generalism through case-based, simulated and clinical learning experiences preparing them to enter a residency program.
To support course delivery and alignment with the broader MD curriculum, the GHC Lead will work closely with the Indigenous Health Lead, Black Health Lead, Disability Health Lead, Interprofessional Lead, curriculum theme leads, assessment and program evaluation leads, case-based learning (CBL) leads, accreditation specialists, faculty development lead and student accommodation services.
The curriculum will be designed to align with the vision of 快播视频; national and provincial accreditation standards, and the university鈥檚 commitment to equity, diversity, and inclusion (EDI).
Each GHC Lead will be responsible for a different year of the curriculum:
GHC 1: Foundations (Year 1)
GHC 2: Integration (Year 2)
GHC 3: Advanced Practice (Year 3)
The Lead, Generalist Health Care (GHC), Integration (Year 2) is responsible for overseeing the planning, development, implementation and continuous quality improvement of the curriculum for their designated year of the GHC course within the Medical Degree (MD) program at the 快播视频 School of Medicine. This includes oversight of curriculum design, faculty and stakeholder collaboration and assessment development.
These courses provide learners with a foundation in person-centred primary care and generalism through case-based, simulated and clinical learning experiences preparing them to enter a residency program.
To support course delivery and alignment with the broader MD curriculum, the GHC Lead will work closely with the Indigenous Health Lead, Black Health Lead, Disability Health Lead, Interprofessional Lead, curriculum theme leads, assessment and program evaluation leads, case-based learning (CBL) leads, accreditation specialists, faculty development lead and student accommodation services.
The curriculum will be designed to align with the vision of 快播视频; national and provincial accreditation standards, and the university鈥檚 commitment to equity, diversity, and inclusion (EDI).
Each GHC Lead will be responsible for a different year of the curriculum:
GHC 1: Foundations (Year 1)
GHC 2: Integration (Year 2)
GHC 3: Advanced Practice (Year 3)
The Lead, Generalist Health Care (GHC), Advanced Practice (Year 3) is responsible for overseeing the planning, development, implementation and continuous quality improvement of the curriculum for their designated year of the GHC course within the Medical Degree (MD) program at the 快播视频 School of Medicine. This includes oversight of curriculum design, faculty and stakeholder collaboration and assessment development.
These courses provide learners with a foundation in person-centred primary care and generalism through case-based, simulated and clinical learning experiences preparing them to enter a residency program.
To support course delivery and alignment with the broader MD curriculum, the GHC Lead will work closely with the Indigenous Health Lead, Black Health Lead, Disability Health Lead, Interprofessional Lead, curriculum theme leads, assessment and program evaluation leads, case-based learning (CBL) leads, accreditation specialists, faculty development lead and student accommodation services.
The curriculum will be designed to align with the vision of 快播视频; national and provincial accreditation standards, and the university鈥檚 commitment to equity, diversity, and inclusion (EDI).
Each GHC Lead will be responsible for a different year of the curriculum:
GHC 1: Foundations (Year 1)
GHC 2: Integration (Year 2)
GHC 3: Advanced Practice (Year 3)
The Theme Lead, Indigenous Ways of Knowing & Doing is responsible for developing a strategy to incorporate their theme into the curriculum, including overseeing the development, implementation, and continuous quality improvement of key foundational themes within the MD program curriculum at the 快播视频 School of Medicine.
Four themes, Foundational Sciences, Health Services & Systems, Equity, Diversity & Inclusion (EDI) & Practices, and Indigenous Ways of Knowing & Doing, are woven throughout the three years of the curriculum. For the Indigenous Ways of Knowing & Doing theme, the learners will explore Indigenous perspectives, traditions, and approaches to health, fostering reconciliation and culturally safe care in all aspects of medicine.
To support course delivery and alignment with the broader MD curriculum and competency-based medical education (CBME) and accreditation standards, the Theme Lead will work collaboratively with course leads, Indigenous Health Lead, Black Health Lead, Disability Health Lead, Interprofessional Lead, assessment and program evaluation leads, case-based learning (CBL) leads, accreditation specialists, faculty development lead and student accommodation services.
The curriculum will be designed to align with the vision of 快播视频; national and provincial accreditation standards, and the university鈥檚 commitment to equity, diversity, and inclusion (EDI).
Deans and Department Leadership
The Clinical Associate or Clinical Full Professor and Associate Dean, Indigenous Health (AD-IH) is a critical member of Faculty of Health (FOH) leadership team that fosters a culture of collaboration, community & social accountability, excellence, professionalism, continuous improvement, lifelong learning and innovation. The AD-IH is the senior leader within the FOH who guides collaborative processes to establish and build the principles and values that steer the FOH and the way in which it will engage with First Nations, Inuit, and M茅tis Peoples and uphold Indigenous cultures, knowledges, processes and ways of working. The AD-IH plays an essential role in conceptualizing, guiding and advancing Indigenous health, knowledge systems, and perspectives across the FOH, with an initial focus in the School of Medicine (SOM).
We seek a colleague whose scholarship is informed by Indigenous knowledges and perspectives. They may apply these to any field of study related to people鈥檚 health and wellness. This opportunity is limited to applicants who identify as Indigenous (First Nations, Inuit, & M茅tis).
Staff
The 快播视频 School of Medicine (SoM) is dedicated to preparing the next generation of primary care physicians through a patient-centered, community-based approach. The school emphasizes training in diverse, real-world settings and leveraging digital health technologies. With a focus on primary care specialties such as family medicine, psychiatry, and pediatrics, the curriculum will address the evolving needs of communities, particularly underserved urban and rural areas. 快播视频 aims to enhance access to medical education for underrepresented groups, fostering a diverse and inclusive healthcare workforce.芒?炉 Reporting to the UGME Program Curriculum Manager, the Educational Specialist will apply pedagogical expertise and facilitation skills to lead development and innovation initiatives in curriculum design. The role provides expert guidance on the creation, delivery, and evaluation of the Doctor of Medicine (MD) Program curriculum, operating within a Competency-Based Medical Education (CBME) framework and a programmatic assessment model. The Educational Specialist will manage a team to ensure the effective integration of educational technologies and instructional strategies across the curriculum.This role supports the School's commitment to primary care, generalist, interprofessional collaboration, evidence-informed practice, and community health. It requires the application of culturally relevant and responsive pedagogies, educational knowledge mobilization, and the advancement of equitable, inclusive, accessible, and decolonized teaching and learning practices.
The Accreditation Project Implementation Manager role provides a crucial integration and weaving role to ensure that information relating to the future 快播视频 School of Medicine (SoM) Postgraduate Medical Education (PGME) residency programs including curriculum, assessment, and clinical training environments within the Integrated Community-based Learning Network (ICLN)align with the mission of the school and the rigorous standards of the Canadian Residency Accreditation Consortium (CanRAC).
Reporting to the Director, Transition Team this role is responsible for articulating the detailed policies and procedures required to ensure the School of Medicine provides the highest standard of residency training. This includes ensuring compliance with the Royal College of Physicians and Surgeons of Canada (RCPSC) and the College of Family Physicians of Canada (CFPC). The role demonstrates commitment to promoting decolonization, diversity, equity, and inclusion in medical education and fostering a culture of excellence, professionalism, and lifelong learning.
