Job Purpose

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 (YUSOM). 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 and the YUSOM; 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)

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 behavioral 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

Lead, Generalist Health Care 2 (GHC 2): Integration

• Oversee the planning, development, implementation and ongoing quality improvement of the GHC 2 curriculum, integrating classroom, simulation, and experiential clinical and community learning to meet the course outcomes approved by the MD Program Curriculum Committee.

• Establish the course learning objectives, curriculum structure, and assessment framework, ensuring alignment with the principles of competency-based medical education (CBME), the regulations of York University and MD Program accreditation standards.

• Coordinate case-based learning (CBL), large-group learning (LGL), simulation and independent learning experiences in collaboration with course leads, theme leads and other relevant MD program leads.

• Liaise with other program, school and affiliate leaders in the creation, delivery, review and ongoing quality improvement for the Longitudinal Integrated Clinical Learning Experiences (LICLEs) across rural, urban, and community settings.

• Chair the MD Program LICLE Committee, overseeing program clinical education leads and ensuring coordination and integration across all learning environments to reach program outcomes and accreditation standards.

• Design and implement Learning Retreat Weeks, as approved by the MD Program Curriculum Committee, in collaboration with other program leaders, integrating small-group learning and ensuring alignment with relevant curricular objectives.

• Oversee the planning and implementation of the MD Program assessment framework for GHC 2, working closely with the assessment leads to ensure effective learner education and progression.

• 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.

• Liaise collaboratively with GHC 1 and GHC 3 Leads to ensure vertical, horizontal and spiralled curriculum integration and progression across the program.

• Collaborate with the theme leads to develop, deliver, refine and continually improve student learning experiences.

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

• Liaise with the relevant MD program leads to create, support, oversee, assess and review remediation processes for learners requiring additional educational support.

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

• Lead and contribute to the GHC 2 continuous quality improvement (CQI) processes, utilizing data from assessment and program evaluation to enhance the curriculum.

• Ensure the learner educational experience in the GHC 2 course is compliant with Program accreditation standards, program outcomes, and best practices in medical education.

• 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

• Advanced degree in a relevant field (e.g., MD or MD with MEd preferred or equivalent) with expertise in clinical education, assessment and competency-based learning.

Minimum Experience

• Expertise in leadership, curriculum design, assessment, evaluation, faculty development and in supervised clinical medical learner and/or resident education, simulation, and assessment to achieve clinical competency outcomes. Experience working with urban, rural, and community-based clinical placements, facilities, leaders, clinicians and teachers.

• Experience in primary and/or generalist care

• Expertise in competency-based learning, designing active learning experiences, assessment, and faculty training.

• Familiarity with MD program accreditation standards

• Experience in advancing equity, diversity, and inclusion (EDI) initiatives in medical education.

• Knowledge and experience in implementing best practices in clinical and experiential medical student learning.

Knowledge

• In-depth understanding of CBME principles and their application in curriculum design, clinical training and assessment.

• Knowledge in designing, implementing, and evaluating medical education programs, utilizing case-based learning (CBL), large-group learning (LGL) and simulation-based training.

• Knowledge of supervised clinical medical learner educational models, longitudinal integrated clinical learning experiences (LICLEs) and assessment strategies for competency progression.

• Familiarity with accreditation standards for medical education, including program evaluation, assessment frameworks and continuous quality improvement (CQI) processes.

• Strong understanding of implementing EDI principles, Indigenous health education and culturally responsive teaching practices.

• Understanding of accommodation and remediation processes and practices in medical education

Skills

• Strong leadership and collaboration skills to engage learners, faculty, clinical educators, program staff and affiliated site partners.

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

• Ability to manage multiple priorities in a dynamic environment.

• Strong organizational skills to oversee curriculum development, assessment, 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.

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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.