Lead, Family Medicine Clinical Learning

Job Purpose

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.

Overview of MD Program at the York School of Medicine

The Doctor of Medicine (MD) curriculum at the School 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 learners 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, learners will engage with core themes such as foundational sciences, health services & systems, equity, diversity and inclusion, and Indigenous ways of knowing, being and doing.

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

Job Responsibilities

• Guide the design, development, implementation, teaching, assessment, and continuous improvement of the MD Program Family Medicine clinical learning experiences to meet course and program learning outcomes as approved by the MDCC.
• Establish, in collaboration with other MD Program leaders, the FM learning objectives, structure, placements, outcomes, and assessment framework across Years 1–3, ensuring alignment with the principles of Competency-Based Medical Education (CBME), Course and Program Learning Outcomes, Entrustable Professional Activities (EPAs) and the Committee on Accreditation of Canadian Medical Schools (CACMS) accreditation standards.
• Collaborate closely with the Assistant Dean, Assessment and the Manager of Assessment and Evaluation on the development and implementation of the FM Clinical Learning Assessment Framework, to ensure effective learner education and progression.
• Collaborate with MD 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 FM Clinical Learning curriculum and learner education processes.
• Collaborate with other YUSOM faculty to establish and monitor Year 1 community-based FM experiences with appropriate supervision and learner scope.
• Lead the design, implementation, and ongoing improvement of the Year 2 FM Longitudinal Clinical Learning Experience
• Ensure longitudinal continuity of teaching, supervision, patient care exposure, and assessments for each learning site in the Year 2 FM Longitudinal Clinical Learning Experience
• Collaborate with the FGE and Selectives Lead to create a structure for a diverse portfolio of Year 3 FM FGEs and Selectives that support advanced clinical learning, career exploration, and residency readiness in this specialty.
• Advise on the School’s faculty teaching, development, supervision, feedback, and assessment of FM clinical learning
• Collaborate with the leaders in the FM clinical learning locations (e.g., Primary Care Teaching Clinics) to establish and advance sustainable relationships with clinical affiliates and community health care and FM clinics.
• Ensure compliance with accreditation standards (e.g., CACMS).
• Work with other MD Program leaders to ensure all learning in FM clinical locations aligns with the policies and processes of the MD Program, York University School of Medicine, York University, and provincial regulatory bodies for faculty health professionals that teach learners.
• Collaborate with York University, the School, and MD Program leaders to support accommodated learning plans
• Work with other York University, School of Medicine, and MD Program leaders on individual remediation plans for learners who are identified through assessment outcomes.
• Lead the promotion of a supportive, inclusive, and culturally safe learning environment that is free of mistreatment and address any concerns that may arise.
• Advise MD Program decanal and course leaders on responses to concerns related to possible or substantiated breaches in professionalism, mistreatment, or learner safety.
• Ensure equitable access to FM learning experiences for all learners, including accommodations where identified.
• Collaborate with decanal leaders in Learner Affairs and MD Program leaders on learner support and wellness actions for learning in FM clinical and community contexts.
• Represent the MD Program when requested by the Associate Dean (AD) Undergraduate Medical Education (UGME) on provincial or national processes of medical student education in FM.
• Advise MD Program leaders on innovations in FM clinical learning.
• Contribute to the knowledge advancement in FM clinical learning through peer reviewed scholarship.

Qualifications

Minimum Education, Training & Credentials

• Doctor of Medicine (MD) required; Member of the Canadian College of Family Physicians (CCFP).
• Masters in Education or equivalent preferred with expertise in clinical education and competency-based learning.

Please note: This position requires verification of required degrees, training and credentials.

Minimum Experience

• Experience in clinical learning for Family Medicine in Undergraduate Medical Education (UGME) or Postgraduate Medical Education (PGME).
• Demonstrated leadership in curriculum, clinical education, and program development, delivery, and administration.
• Experience leading longitudinal clinical learning experiences in medical education.
• Experience in delivering comprehensive Family Medicine care.
• Involvement in Interprofessional care models and education.
• Experience in designing clinical learning experiences, learner assessments, and faculty development.
• Experience in implementing best practices in clinical learning.
• Experience in advancing equity, diversity, and inclusion (EDI) initiatives actions in medical education.

Knowledge

• In-depth understanding of CBME principles and their application in curriculum design, clinical learning, and assessment.
• Familiarity with MD program accreditation standards.
• Knowledge of supervised clinical medical learning educational models, longitudinal integrated clinical learning experiences (LICLEs), and assessment strategies for competency progression.
• Familiarity with program evaluation, assessment frameworks, and continuous quality improvement (CQI) processes.
• Understanding of EDI principles, Indigenous health education and culturally responsive teaching practices.
• Understanding of accommodation and/or remediation processes and practices in medical education.

Skills

• Effective leadership and collaboration skills to engage learners, faculty, clinical educators, program employees, and affiliate site partners.
• Effective communication and problem-solving abilities.
• Ability to manage multiple priorities in a dynamic environment.
• Effective organizational skills to guide curriculum development, assessment, and faculty development initiatives.
• Effective facilitation and consensus building skills across academic and clinical partners.
• Effective relationship building, partnership development, partner engagement, and change management skills.

Hourly Range: $100.00 - $120.00

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.

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