Job Purpose

The Lead, Simulation Clinical Learning is responsible for overseeing the planning, development, implementation and continuous quality improvement of the integrated simulation-based based clinical learning curriculum for Medical Degree (MD) program at the York University School of Medicine (YUSOM). This role ensures that simulation learning (including clinical skills learning, high and low fidelity technology models of learning for patient care, and other device or role-play education) is implemented in the pedagogy, assessment and outcomes for learning in the MD Program courses - Generalist Health Care 1,2,3 as approved by the MD Program Curriculum Committee.

To support course delivery and alignment with the broader MD curriculum, the Lead, Simulation Clinical Learning will work closely with 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 and the YUSOM; national and provincial accreditation standards, and the university’s commitment to equity, diversity, and inclusion (EDI).

Overview of MD Program at the York School of Medicine (YUSOM)

The proposed Doctor of Medicine (MD) curriculum at YUSOM is a three-year, competency-based program designed to prepare clinically competent, socially responsible, and adaptable physicians.

Grounded in experiential, integrated and community-based learning, the curriculum aims to align with national and international best practices, emphasizing the evolving role of physicians in a rapidly changing healthcare landscape. Learning will be largely case-based and active, with minimal reliance on traditional lectures.

The curriculum is structured into three courses (Generalist Health Care (GHC), Emerging Concepts and Innovations in Health Care (ECIH) and Becoming a Professional (BAP)) across all three years of the program. Year 1 establishes a strong foundation in biomedical, clinical, social, and behavioural sciences while integrating early patient care exposure and community-based experiential learning. Year 2 replaces traditional clerkship with a Longitudinal Integrated Clinical Learning Experience (LICLE), offering both urban and rural streams that immerse students in primary and specialty care while fostering continuity in patient interactions. Year 3 focuses on career development through electives, advanced clinical reasoning, and a capstone experience designed to support the transition to residency.

Throughout all years, students will engage with core themes such as foundational sciences, health services & systems, equity, diversity and inclusion, and Indigenous ways of knowing and doing.

Assessment is competency-based. The curriculum includes structured wellness breaks and dedicated self-directed learning time to promote student well-being. With a strong emphasis on primary and generalist care, community health, interprofessional care, and innovations in healthcare delivery, YUSOM's MD program is designed to graduate physicians equipped to meet the evolving needs of diverse populations in Canada and beyond.

Job Responsibilities

• Develop, implement and continually improve evidence-informed simulation-based learning plan for MD Program education in collaboration with GHC 1, 2, and 3 and EHIC course leads ensuring alignment with MD program outcomes.

• Oversee the integration of clinical skills, procedural skills, and device-based simulation for learning across all years of the MD program.

• Lead the incorporation of interprofessional education (IPE) into simulation-based learning.

• Contribute to new innovations in simulated learning.

• Collaborate with the Assessment Lead to develop evidence informed strategies for simulated learning assessment, ensuring alignment with the YUSOM MD Program competency milestones and accreditation requirements.

• Collaborate with Program leads for Indigenous Health, Black Health, and Disability Health to embed equity, diversity, and inclusion (EDI) principles and integrate culturally relevant content throughout the curriculum and learner education processes.

• Contribute to the continuous quality improvement (CQI) processes and enhancement of simulation activities, utilizing data from assessment and program evaluation to enhance the curriculum.

• Advise on faculty development model, providing recommendations on resources, training and instructional strategies to enhance curriculum delivery.

• Develop and implement a simulation faculty training plan to ensure effective facilitation and assessment of student learning in simulation environments.

• Collaborate with York University, YUSOM and MD Program leaders to create and support learner accommodation learning plans.

• Liaise with the relevant MD program leads to support remediation processes for learners requiring additional educational support.

• Ensure the learner educational experience is compliant with Program accreditation standards, program outcomes, and best practices in medical education.

• Be an active member of national medical education processes that has oversight for simulated learning in MD Program.

• Other activities as defined by the YUSOM MD Program Associate Dean (AD) Undergraduate Medical Education (UGME) and AD Postgraduate Medical Education (PGME).

• Consult and collaborate with leaders in the YUSOM to ensure delivery of a safe, inclusive, supportive and equitable learning environment for all learners, faculty, contributors and staff in all course learning modules or sessions.

Qualifications

Minimum Education, Training & Credentials

• MD or Master’s/PhD in a relevant health sciences or medical education field.

• Experience in simulation-based learning in health sciences, including curriculum development, faculty training, and integration into clinical education.

Minimum Experience

• Experience in developing and implementing simulation-based education within medical or health professions training.

• Expertise in designing and integrating clinical and procedural simulation into competency-based medical education (CBME).

• Experience in interprofessional collaboration (IPE) and team-based simulation training.

• Familiarity with assessment methodologies for simulation-based learning, including Entrustable Professional Activities (EPAs) and Objective Structured Clinical Examinations (OSCEs).

Knowledge

• Understanding of high-fidelity, low-fidelity, and procedural simulation and their applications in medical training.

• Knowledge of competency-based education and assessment for procedural and clinical skill acquisition.

• Knowledge of team-based simulation training and interprofessional education.

• Expertise in simulation-based assessment tools, OSCEs, and competency-based assessment.

• Ability to train and support faculty in effective simulation facilitation and debriefing strategies.

• Understanding of CACMS accreditation standards for simulation-based education and experience in ensuring compliance.

Skills

• Strong leadership and collaboration skills to engage faculty and other relevant parties.

• Excellent verbal and written communication and problem-solving abilities.

• Ability to manage multiple priorities in a dynamic academic environment.

• Strong organizational skills to oversee curriculum development, assessment frameworks and faculty development initiatives.

The University welcomes applications from all qualified individuals, including, but not limited to women, persons with disabilities, visible minorities (racialized), Indigenous Peoples and persons of any gender identity and sexual orientation. York University is committed to a positive, supportive and inclusive environment.

York University offers accommodation for applicants with disabilities in its recruitment processes. If you are contacted by York University regarding a job opportunity or testing, please advise if you require accommodation.

We are committed to enhancing our environmentally and socially responsible practices for the benefit of all members of the York community. Our long term perspective recognizes our responsibility to be innovators and to continually work as a community to reduce our ecological impact.

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PLEASE NOTE: This job posting is for an existing vacancy. Applications must be received by 11:55 pm EST on the posted deadline date, if applicable. Posting deadlines can be updated, or modified, at any time based on hiring needs. Please refer to the York U Career Portal when confirming posting deadlines.