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Careers

The opportunity to be part of building a new medical school is a rare one. However, TMU offers School of Medicine staff even more than that: a chance to shape the future of healthcare.

Diverse communities need physicians who are not only highly skilled, but who are culturally respectful and ready to make change. To train these doctors of the future, a new approach to medical education is needed: one that is founded on community, equity and innovation. And we need your help to build it.

The following roles are currently available. We encourage you to check back frequently and subscribe to our mailing list (external link)  for updates.

Clinical Faculty Leaders

Interested in a Director, Curriculum or Associate Director, Curriculum role? Learn more about the MD curriculum.

The Director, Curriculum (Phase 1) is a key leadership position within the UGME Program at the Toronto Metropolitan University’s (TMU) School of Medicine and ensures the Undergraduate Medical Education (UGME) learning aligns with the vision and mission of the School of Medicine and Toronto Metropolitan University. The Director, Curriculum (Phase 1) provides academic leadership for the development and implementation of all aspects of UGME learning and participates in leading curriculum integration among courses across Phase 1. This includes overseeing and engaging in Phase 1 creation, delivery, assessment, progression, and remediation. The Director, Curriculum (Phase 1) role includes chairing subcommittees and will ensure the UGME Program achieves success using ongoing quality improvement while meeting all accreditation standards and elements as mandated by the Committee on Accreditation of Canadian Medical Schools (CACMS) and the Province of Ontario’s Institutional Quality Assurance Process (IQAP).

The Director Curriculum (Phase 1) works collaboratively across all Phases with Thread Leads, Associate Directors of Curriculum, and other UGME Education Leaders to ensure the delivery of an integrated four-year competency-based experiential curriculum - aligned with the principles of the Master Adaptive Learner.

The Director, Curriculum (Phase 2) is a key leadership position within the UGME Program at the Toronto Metropolitan University’s (TMU) School of Medicine and ensures the Undergraduate Medical Education (UGME) learning aligns with the vision and mission of the School of Medicine and Toronto Metropolitan University. The Director, Curriculum (Phase 2) provides academic leadership for the development and implementation of all aspects of UGME learning and participates in leading curriculum integration among courses across (Phase 2) . This includes overseeing and engaging in Phase 2  creation, delivery, assessment, progression, and remediation. The Director, Curriculum (Phase 2) role includes chairing subcommittees and will ensure the UGME Program achieves success using ongoing quality improvement while meeting all accreditation standards and elements as mandated by the Committee on Accreditation of Canadian Medical Schools (CACMS) and the Province of Ontario’s Institutional Quality Assurance Process (IQAP).

The Director Curriculum (Phase 2) works collaboratively across all Phases with Thread Leads, Associate Directors of Curriculum, and other UGME Education Leaders to ensure the delivery of an integrated four-year competency-based experiential curriculum - aligned with the principles of the Master Adaptive Learner.

The Director, Curriculum (Phase 3) is a key leadership position within the UGME Program at the Toronto Metropolitan University’s (TMU) School of Medicine and ensures the Undergraduate Medical Education (UGME) learning aligns with the vision and mission of the School of Medicine and Toronto Metropolitan University. The Director, Curriculum (Phase 3) provides academic leadership for the development and implementation of all aspects of UGME learning and participates in leading curriculum integration among courses across Phase 3. This includes overseeing and engaging in course creation, delivery, assessment, progression, and remediation. The Director, Curriculum (Phase 3) role includes chairing subcommittees and will ensure the UGME Program achieves success using ongoing quality improvement while meeting all accreditation standards and elements as mandated by the Committee on Accreditation of Canadian Medical Schools (CACMS) and the Province of Ontario’s Institutional Quality Assurance Process (IQAP).

The Director Curriculum (Phase 3) works collaboratively across all Phases with Thread Leads, Associate Directors of Curriculum, and other UGME Education Leaders to ensure the delivery of an integrated four-year competency-based experiential curriculum - aligned with the principles of the Master Adaptive Learner.

The Associate Director, Curriculum plays an integral role in shaping the course of medical education within the School of Medicine. With six distinct Course Programs under its purview—Practice of Medicine, Health Systems Sciences, Community and Global Health, Professional and Personal Development, Person-Centred Care, and Indigenous Communities & Health—the Associate Director steers the course content towards alignment with the overarching vision and mission of the School of Medicine and Toronto Metropolitan University (TMU).

The Associate Director,  Curriculum, Practice of Medicine is a pivotal leadership role ensuring alignment with institutional vision and mission. This involves strategic curriculum development, implementation, and improvement to enhance educational experiences for medical students. In collaboration with various stakeholders such as the Director and Associate Directors of Curriculum, Thread Leads, and other relevant stakeholders, the Associate Director, Curriculum, Practice of Medicine acts as a subject matter expert and  aims to develop competency-based curriculums that are aligned with accreditation standards and evolving medical education needs, providing essential skills for clinical practice.

The Associate Director, Curriculum plays an integral role in shaping the course of medical education within the School of Medicine. With six distinct Course Programs under its purview—Practice of Medicine, Health Systems Sciences, Community and Global Health, Professional and Personal Development, Person-Centred Care, and Indigenous Communities & Health—the Associate Director steers the course content towards alignment with the overarching vision and mission of the School of Medicine and Toronto Metropolitan University (TMU).

The Associate Director,  Curriculum, Professional & Personal Development is a pivotal leadership role ensuring alignment with institutional vision and mission. This involves strategic curriculum development, implementation, and improvement to enhance educational experiences for medical students. In collaboration with various stakeholders such as Director and Associate Directors of Curriculum, Thread Leads, and other relevant stakeholders, the Associate Director, Curriculum, Professional & Personal Development acts as a subject matter expert and aims to develop competency-based curriculums that are aligned with accreditation standards and evolving medical education needs, providing essential skills for clinical practice.

The Associate Director, Curriculum plays an integral role in shaping the course of medical education within the School of Medicine. With six distinct Course Programs under its purview—Practice of Medicine, Health Systems Sciences, Community and Global Health, Professional and Personal Development, Person-Centred Care, and Indigenous Communities & Health—the Associate Director steers the course content towards alignment with the overarching vision and mission of the School of Medicine and Toronto Metropolitan University (TMU).

The Associate Director,  Curriculum, Health Systems Sciences is a pivotal leadership role ensuring alignment with institutional vision and mission. This involves strategic curriculum development, implementation, and improvement to enhance educational experiences for medical students. In collaboration with various stakeholders such as the Director and Associate Directors of Curriculum, Thread Leads, and other relevant stakeholders, the  Associate Director, Curriculum, Health Systems Sciences acts as a subject matter expert and aims to develop competency-based curriculums that are aligned with accreditation standards and evolving medical education needs, providing essential skills for clinical practice.

The Clinical Academic Department (CAD) Head within the TMU School of Medicine (SoM) holds a pivotal role as a member of the SoM clinical faculty. Tasked with overseeing and directing the CAD of Hospital & Institutional Care along with associated clinical faculty-level administrators and CAD Staff, the Head is deeply committed to advancing the SoM's principles of generalism and equity, diversity, and inclusion & decolonization and reconciliation with Indigenous Peoples (EDI & IDIR).  Positioned as a vital member of the School of Medicine's senior management team, the Head collaborates closely with the Dean (or their delegate) in strategic planning, support, and development of clinical faculty members. This collaboration extends to ensuring the effective delivery of education at all levels within the School of Medicine, adapting to local contexts and ongoing changes in the landscape of clinical faculty success within medical education, healthcare provision, and clinical scholarship, research, creative, and innovation (SRCI) activities. Furthermore, this role involves collaborative efforts with other Department Heads, decanal leaders, and senior leadership team members of the SoM, particularly concerning issues impacting the interface between the SoM and faculty members within their respective Clinical Academic Departments (CAD).

Subscribe to recruitment (external link)  updates to be notified of future postings.

Clinical Faculty

We are now recruiting both part-time and adjunct clinical faculty! As a member of our clinical faculty, you'll shape the kinds of doctors who care as deeply about the quality of their medical skills as they do about building a practice that is culturally respectful, intentionally inclusive and continuously innovative. You’ll also make an impact by helping to build much-needed physician capacity in Brampton and its surrounding communities.

Leadership Team

There are currently no positions available. Subscribe to recruitment (external link)  updates to be notified of future postings.

Staff

We are hiring a Finance Manager to join the School of Medicine. The Finance Manager is responsible for overseeing financial planning, budgeting, and management for the School of Medicine (SOM). The Manager ensures that budgets comply with University policies and other financial reporting requirements, and actual results reconcile with financial targets and adhere to university standards, in collaboration with Financial Services and the University Planning Office. This role manages multiple accounts for the School of Medicine, including operating, trust and project accounts (research and non-research) and provides guidance for tracking, monitoring, and reporting to the SOM Executive Director and other University officials. The Manager also researches, analyzes, and reports on the impact of a variety of SOM activities to determine policy & implementation decisions.

Library

Toronto Metropolitan University invites applications for an innovative, experienced, and knowledgeable library leader to serve in the position of Head Librarian, TMU School of Medicine, effective as soon as possible. This is a five year administrative appointment with possibility of renewal for a second term, with a concurrent career librarian position at the rank of Librarian III. 

About the MD Curriculum

Phases

The School of Medicine's MD curriculum will be delivered in a phased approach.

  • Phase 1 builds a strong foundation for clinical learning. Students will acquire and apply knowledge, skills and abilities in the basic sciences and in clinical, social and health systems sciences.
  • Phase 2 will immerse students in hands-on clinical learning through a Longitudinal Integrated Clerkship primarily based in Family Medicine. Students will also complete clinical learning rotations in specialty areas of medicine across a variety of settings.
  • Phase 3 will prepare students to succeed in residency by strengthening their skills via electives, preparation for post-graduate studies and completion of a self-directed learning block at TMU or internationally. 

Courses

  • Community & Global Health: This course is structured as a large-group and experiential learning course. Through service- and community-focused learning with affiliated organizations, the course introduces concepts and skills and builds capacity in cultural openness and anti-discrimination. Students will explore the ways in which their own assumptions and cultural positionality influence the roles they play in a variety of community and global health contexts.
  • Health Systems Sciences: Health systems science is the study of how care is delivered, how health professionals work together to deliver care and how the health system can improve health and health equity. Students will explore the importance of patient, family, community and population contexts within simple and complex healthcare systems and apply a framework for systems thinking that complements biomedical and clinical science.
  • Indigenous Communities & Health: This course provides foundational knowledge of governance and healthcare within the context of First Nations, Métis, and Inuit communities. Through Indigenous Communities & Health, students will learn about working with Indigenous communities; they will also understand how they can dismantle colonialism by interrupting its impacts on the health and wellbeing of Indigenous Peoples through trauma-informed practices and collaborative care. 
  • Person-Centred Care: Students will learn and apply clinical skills through simulation and longitudinal experiential learning in clinical settings with supervisors from the local community. Using the principles of person-centredness, students will develop skills in history taking, physical exam and communication that are respectful, culturally appropriate and safe for diverse populations.
  • Practice of Medicine: This course provides the foundational knowledge, resources and skills for student involvement in culturally safe and inclusive clinical care across the patient lifespan within the Brampton/Peel communities and beyond. The course focuses on the foundational sciences and addresses health determinants, socio-cultural awareness and critical systems through the human lifecycle via case-based learning.
  • Professional & Personal Development: This course will focus on students' development as scholarly and ethical professionals, leaders and life-long learners. Through activities and discussion, students will develop their professional identities into future physicians who are ready to learn, adapt and innovate, and who have the professional and personal skills they need to succeed.