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.

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.

• 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…