Join our diverse community of faculty and staff
York University 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, York University attracts talented people who are driven to make a lasting impact. At the York University 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’s newest medical school.
Clinical Education Leadership
The Faculty Lead, Indigenous Community Health serves in this capacity for the York University 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, Case-Based Learning (CBL) is responsible for the oversight of the creation, planning, development, implementation and continuous quality improvement of the case-based learning curriculum for Medical Degree (MD) program at the York University School of Medicine. This includes the case writing process, faculty collaboration and assessment development.
To support course delivery and alignment with the broader MD curriculum and competency-based medical education (CBME) and accreditation standards, the CBL 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 York University; national and provincial accreditation standards, and the university’s commitment to equity, diversity, and inclusion (EDI).
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 York University 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 York University; national and provincial accreditation standards, and the university’s 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 York University 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 York University; national and provincial accreditation standards, and the university’s 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 York University 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 York University; national and provincial accreditation standards, and the university’s 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 York University 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 York University; national and provincial accreditation standards, and the university’s commitment to equity, diversity, and inclusion (EDI).
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 York University 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 York University; national and provincial accreditation standards, and the university’s 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 Métis 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’s health and wellness. This opportunity is limited to applicants who identify as Indigenous (First Nations, Inuit, & Métis).
Staff
The Financial Support Assistant provides financial and administrative support for the School of Medicine, under the direction of the Director, Administration & Finance.
The Accreditation Project Implementation Manager role provides a crucial integration and weaving role to ensure that information relating to the future York University 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.
The vision for York's School of Medicine is to educate exceptional physicians, advance innovation, and reimagine health care to improve outcomes for all. The mission of the School of Medicine is to educate clinically excellent, person-centred physicians to deliver high quality, community-based primary and generalist care, grounded in social accountability, interprofessional collaboration, and immersive learning. In parallel, the School advances research and discovery that improves lives and strengthens health systems. The School will educate medical learners who: 1) aspire to become primary doctors and other generalist specialists, particularly in North Toronto/York Region/South Simcoe and North Simcoe/Muskoka region. 2) are drawn to the principles of population health. 3) bring inter disciplinary, Indigenous and international perspectives and experiences in ways that advance and evolve medical practice. and 4) are inspired by the ways health technologies will improve outcomes and equity.
Reporting to the Director, Transition Teams, the Senior Policy and Governance Advisor provides end-to-end leadership for policy development and academic governance activities supporting the Undergraduate Medical Education (UGME) and Postgraduate Medical Education (PGME) programmes within the York University School of Medicine (SoM).
This role combines policy analysis, research, drafting, strategic advising, and governance coordination to establish and sustain a coherent, accreditation-aligned policy framework. The Senior Policy and Governance Advisor serves as the primary institutional author and steward for the development, revision, and interpretation of policies, guidelines, and procedures, ensuring alignment with accreditation standards, university policies and bylaws, collective agreements, and applicable legislation for the School.
The role integrates analytical rigour with strategic judgement to ensure policy coherence, quality, and compliance across the School of Medicine. Additionally, this role requires close collaboration with Labour Relations and the Office of General Counsel to ensure that School of Medicine policies align with collective agreements, employment legislation, and institutional risk frameworks. The Advisor participates in confidential discussions related to clinical faculty conduct, discipline, remediation, and professional standards, and provides policy leadership on matters that have direct labour relations and accreditation implications. The role collaborates with internal and external stakeholders, exercises discretion and sound judgement, and actively contributes to continuous improvement and change management within the School.
