Lead, Interprofessional Education Learning

The Lead, Interprofessional Education Learning is responsible for implementing a strategy approved by the MD Curriculum Committee (MDCC) to integrate Interprofessional Learning into the MD Program curriculum, including collaboratively guiding the development, implementation, and Continuous Quality Improvement (CQI) of Interprofessional Education (IPE) within the MD Program curriculum at the York University School of Medicine.

To support course delivery and alignment with the broader MD curriculum and competency-based medical education (CBME) and accreditation standards, the Lead Interprofessional Education Learning will work collaboratively with the Associate Dean, Interprofessional Education Learning and Practice, course leads, Indigenous Health Lead, Black Health Lead, Disability Health Lead, assessment and program evaluation leaders, case-based learning (CBL) lead, accreditation leaders, the faculty development unit and learner accommodation services.

The curriculum will be designed to align with the vision of York University and the School of Medicine; national and provincial accreditation standards, and the university’s commitment to equity, diversity, and inclusion (EDI).

The proposed 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 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 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 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.

• Collaborate with the Associate Dean, Interprofessional Education Learning and Practice, the GHC 1, 2 and 3 course leads, BAP course lead, and ECIH course lead, to develop and implement a curriculum map to integrate IPE across all years of the MD Program.
• Guide the integration of IPE into CBL, small-group learning (SGL), large-group learning (LGL), and clinical experiences.
• Identify opportunities to expand IPE across clinical and nonclinical learning environments.
• Design, develop, implement, and continuously improve IPE curriculum components that support the development of IPE competencies (e.g., communication, role clarity, team dynamics, conflict resolution, person-centred care).
• Work with course and theme leads to ensure vertical, horizontal, and spiraled curriculum integration and progress of IPE across the MD Program.
• Foster effective relationships with other units in the Faculty of Health and across the university.
• Engage with external…