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, and one of Canada's Best Diversity Employers, 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 Lead, Interprofessional Education Learning is responsible for implementing a strategy approved by the MD Curriculum Committee (MDCC) to integrate Interprofessional Learning into the MD Program curriculum, including collaboratively guiding the development, implementation, and Continuous Quality Improvement (CQI) of Interprofessional Education (IPE) within the MD Program curriculum at the York University School of Medicine.
To support course delivery and alignment with the broader MD curriculum and competency-based medical education (CBME) and accreditation standards, the Lead Interprofessional Education Learning will work collaboratively with the Associate Dean, Interprofessional Education Learning and Practice, course leads, Indigenous Health Lead, Black Health Lead, Disability Health Lead, assessment and program evaluation leaders, case-based learning (CBL) lead, accreditation leaders, the faculty development unit and learner accommodation services.
The curriculum will be designed to align with the vision of York University and the School of Medicine; national and provincial accreditation standards, and the university’s commitment to equity, diversity, and inclusion (EDI).
The Lead, Community Focused Learning is responsible for the oversight of the creation, planning, development, implementation and continuous quality improvement of the Community Focused learning component of the Medical Degree (MD) Program at the York University School of Medicine. This role ensures that the community service- learning experience is implemented to align with the vision, pedagogy, assessment and outcomes in the MD Program Becoming a Professional (BAP) course as approved by the MD Program Curriculum Committee (MDCC).
To support course delivery and alignment with the MD Program curriculum, the Lead, Community Focused Learning will work closely with the BAP Lead, MD Program curriculum theme leads, the Indigenous Health Lead, Black Health Lead, Disability Health Lead, Interprofessional Education Learning Lead, assessment and program evaluation leaders, accreditation leaders, the faculty development unit and learner accommodation services.
The curriculum will be designed to align with the vision of York University and the School; national and provincial accreditation standards, and the university’s commitment to equity, diversity, and inclusion (EDI).
The Lead, Coaching is responsible for the oversight of the creation, planning, development, implementation, and continuous quality improvement of the learner-centred Faculty Academic Coaching Program in the Medical Degree (MD) program at the York University School of Medicine. This role establishes coaching as a distinct educational process for learner support that promotes learner academic and professional success through actions such as reflection, adaptive learning, goal setting, and professional identity formation, while complementing—yet remaining clearly differentiated from—learner academic advising and career mentoring.
To support integration of academic coaching into the broader MD Program curriculum, the Lead, Coaching will work under the oversight of the Associate Dean (AD) Undergraduate Medical Education (UGME) and closely with MD Program course and theme leadership; the Learner Affairs Office; accreditation specialists; assessment leaders; the faculty development unit; Quality Improvement (QI) and learner accommodation services.
The coaching process will be designed to align with the vision of York University and the School of Medicine; national and provincial accreditation standards, and the university’s commitment to equity, diversity, and inclusion (EDI).
The Lead, Family Medicine Clinical Learning is responsible for the development and delivery of the Family Medicine clinical learning curriculum across years 1 to 3 of the Medical Degree (MD) Program, ensuring integrated learning that supports achievement of Program Learning Outcomes and the School of Medicine’s overall educational vision. The Lead also provides leadership in the development, implementation and Continuous Quality Improvement (CQI) of the first-year Family Medicine (FM) clinical learning experience and supports the development and delivery of the Year 2 FM clinical learning in the Longitudinal Integrated Clinical Learning Experience (LICLE). This role ensures that all FM clinical learning is implemented to align with the pedagogy, assessment and course and program learning outcomes of the MD Program as approved by the MD Program Curriculum Committee (MDCC).
To support FM clinical learning and alignment with the broader MD Program curriculum, the Lead, Family Medicine Clinical Learning will work closely with the Generalist Health Care (GHC) 1, 2, 3 and Focused Generalist Experiences (FGE) (elective learning) and Selectives leads; MD Program curriculum theme leads; Interprofessional Education Learning Lead; curriculum theme leads; assessment and program evaluation leaders, accreditation leaders, the faculty development unit, leaders from the Integrated Community Learning Network (ICLN) and learner accommodation services.
The curriculum will be designed to align with the vision of York University and the School of Medicine; 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)
Deans and Department Leadership
The Department Head provides overall academic leadership and direction for their department, ensuring alignment with the School’s mission to educate clinically excellent, person-centred physicians who deliver high-quality, community-based primary and generalist care. The Head is accountable for the Department’s academic strategy, faculty appointments and development, contributions to undergraduate, postgraduate and continuing medical education, research and scholarship, community engagement,
and stewardship of University and other delegated academic resources
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).
The School of Medicine at York University invites highly qualified applicants for six (6) Clinical Assistant, Clinical Associate or Clinical Full Professor positions to commence August 1, 2026.
The successful candidates will be appointed as Program Director for Postgraduate Medical Education (PGME) in either Family Medicine, Internal Medicine, Obstetrics and Gynaecology, Paediatrics, Psychiatry, or Surgery, with an initial 5-year term, with the possibility of renewal. The School’s immediate recruitment priority is Program Directors for Family Medicine and Internal Medicine, with additional Program Director appointments anticipated to follow as the program advances.
The roles are expected to require 3 days per week, with flexible scheduling intended to complement active clinical practice. These are open clinical faculty appointments in the Clinical Professorial Stream, as described in the University’s Clinical Faculty Appointments Policy.
The successful candidates will identify a home department to be appointed (i.e., Family Medicine, Medicine, Paediatrics, Psychiatry,
Obstetrics & Gynecology, Surgery, Community & Population Health & Health Systems Transformation, Anesthesia, Medical Imaging, or Pathology, Diagnostics and Laboratory Medicine) in the School of Medicine or a joint appointment across two departments.
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Staff
The PGME Program and Accreditation Coordinator plays a key role in supporting the planning, implementation, coordination, and continuous improvement of accreditation activities and program development for the proposed York University School of Medicine, with a primary focus on Postgraduate Medical Education (PGME) and the Integrated Community-based Learning Network (ICLN). All Canadian medical schools with residency programs must undergo accreditation through the Canadian Residency Accreditation Consortium (CanRAC) under the CanERA framework, including accreditation processes led by the Royal College of Physicians and Surgeons of Canada (RCPSC) and the College of Family Physicians of Canada (CFPC).Reporting to the Accreditation Project Implementation Manager (PGME), (Manager), the PGME Program and Accreditation Coordinator role supports an assigned portfolio of PGME programs, residency program development initiatives, and accreditation-related governance and working committees associated with the School of Medicine.
While each committee has distinct terms of reference, membership and focus, the Coordinator supports their collective mandate to research, develop, document, and advance the institutional and programmatic elements required to establish and accredit PGME programs and to operationalize the ICLN.
The role provides end-to-end coordination and administrative support for PGME accreditation and continuous quality improvement activities, including conducting research and environmental scans, preparing meeting and accreditation materials, coordinating meetings and site review logistics, tracking action items and deliverables, maintaining accreditation documentation, and supporting the preparation and submission of materials within the CanERA accreditation system.
The Coordinator ensures timely follow up, accurate recordkeeping, effective communication, and alignment with the School of Medicine's mission, vision, and applicable accreditation standards. This role also provides support for establishing PGME office operations, program infrastructure development, stakeholder and partner liaison, resident lifecycle coordination, and continuous program development.
