Lead, Community Focused Learning

The Lead, Community Focused Learning is responsible for the oversight of the creation,planning, development, implementation and continuous quality improvement of the Community Focused learning component of the Medical Degree (MD) Program at theYork University School of Medicine. This role ensures that the community service-learning experience is implemented to align with the vision, pedagogy, assessment and outcomes in the MD Program Becoming a Professional (BAP) course as approved bythe MD Program Curriculum Committee (MDCC).

To support course delivery and alignment with the MD Program curriculum, the Lead,Community Focused Learning will work closely with the BAP Lead, MD Programcurriculum theme leads, the Indigenous Health Lead, Black Health Lead, Disability Health Lead, Interprofessional Education Learning Lead, assessment and program evaluation leaders, accreditation leaders, the faculty development unit and learneraccommodation services.

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

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 curriculumaims to align with national and international best practices, emphasizing the evolvingrole of physicians in a rapidly changing healthcare landscape. Learning will be largelycase-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 aProfessional (BAP)) across all three years of the program. Year 1 establishes a strong foundation in biomedical, clinical, social, and behavioral sciences while integrating earlypatient care exposure and community-based experiential learning. Year 2 replacestraditional clerkship with a Longitudinal Integrated Clinical Learning Experience (LICLE),offering both urban and rural streams that immerse students in primary and specialtycare while fostering continuity in patient interactions.

Year 3 focuses on career development through electives, advanced clinical reasoning, and a capstone experiencedesigned to support the transition to residency.

Throughout all years, learners will engage with core themes such as foundationalsciences, health services & systems, equity, diversity and inclusion, and Indigenousways of knowing, being, and doing.

Assessment is competency-based. The curriculum includes structured wellness breaksand dedicated self-directed learning time to promote learner well-being. With a strongemphasis 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 andbeyond.

• Design, implement, and continuously improve the BAP community service-learning experience to achieve MD Program learning outcomes and milestones related to social determinants of health, health equity, health system navigation, and community engagement.
• Ensure the community service-learning experience aligns with MD Program Course and Learning Outcomes, the longitudinal curriculum, and assessment frameworks.
• Develop and maintain reciprocal partnerships with community agencies (e.g., public health, social services, Indigenous organizations, mental health, housing, advocacy groups).
• Establish and maintain site expectations, role descriptions, and scopes of activities that prioritize service to the community and MD Program learner education needs.
• Lead site onboarding and periodic review processes of partner agencies to ensure alignment with program goals, safety standards, and community priorities.
• Develop processes to ensure cultural humility, safety, and sensitivity in learners prior to…