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, 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 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
Reporting to the Executive Director, Operations and Resource Planning, and working in close partnership with the Assistant Dean, Admissions (academic lead), the Manager, Recruitment and Admissions serves as the management lead for admissions to the Undergraduate Medical Education (MD) program. The role provides strategic leadership and operational oversight of the admissions team, ensuring a fair, transparent, and holistic admissions process that supports the School of Medicine's academic mission, social accountability mandate, and accreditation requirements.The Manager oversees the full MD admissions lifecycle, from recruitment and community-engaged outreach through application processing, holistic file review, interview administration, committee-based selection, offers, appeals, and enrolment, ensuring that all processes align with CACMS Standard 10 and relevant provincial and national frameworks (e.g., OMSAS, AFMC). The Manager implements admissions policies set by faculty leadership, supports the effective functioning of the MD Admissions Committee, and ensures rigorous bias-mitigation, conflict-of-interest management, and data governance throughout the cycle.The Manager plays a key role in establishing and integrating MD admissions processes within the broader University environment, working collaboratively with academic leaders and central partners to build a high performing, values aligned admissions function. In addition, the Manager provides leadership for medical-specific student financial aid, scholarships, and bursaries, collaborating with University partners to reduce financial barriers and enhance access for underrepresented applicants, including Indigenous, Black, rural, and other equity-deserving communities, in keeping with York University's commitment to equity, diversity, inclusion, and reconciliation.
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 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.
