Lead, Generalist Health Care, Foundations; Year 1

Job Purpose

The Lead, Generalist Health Care (GHC), Foundations (Year
1) is responsible for overseeing the planning, development, implementation and continuous quality improvement of the curriculum for their designated year of the GHC course within the Medical Degree (MD) program at the York University School of Medicine (YUSOM). This includes oversight of curriculum design, faculty and stakeholder collaboration and assessment development.

The Lead, Generalist Health Care (GHC), Foundations (Year
1) is responsible for overseeing the planning, development, implementation and continuous quality improvement of the curriculum for their designated year of the GHC course within the Medical Degree (MD) program at the York University School of Medicine (YUSOM). This includes oversight of curriculum design, faculty and stakeholder collaboration and assessment development.

These courses provide learners with a foundation in person-centred primary care and generalism through case-based, simulated and clinical learning experiences preparing them to enter a residency program.

To support course delivery and alignment with the broader MD curriculum, the GHC Lead will work closely with the Indigenous Health Lead, Black Health Lead, Disability Health Lead, Interprofessional Lead, curriculum theme leads, assessment and program evaluation leads, case-based learning (CBL) leads, accreditation specialists, faculty development lead and student accommodation services.

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

Each GHC Lead will be responsible for a different year of the curriculum:

• GHC 1:
  Foundations (Year
  1)
• GHC 2:
  Integration (Year
  2)
• GHC 3:
  Advanced Practice (Year
  3)

The proposed Doctor of Medicine (MD) curriculum at YUSOM 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 students 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, students 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 student well-being. With a strong emphasis on primary and generalist care, community health, interprofessional care, and innovations in healthcare delivery, YUSOM's MD program is designed to graduate physicians equipped to meet the evolving needs of diverse populations in Canada and beyond.

Lead, Generalist Health Care 1 (GHC
1):
Foundations

• Oversee the planning, development, implementation and ongoing quality improvement of the GHC 1 curriculum, integrating classroom, simulation, and experiential clinical and community learning to meet the course outcomes approved by the MD Program Curriculum Committee.
• Establish the course learning objectives, curriculum structure, and assessment framework, ensuring alignment with the principles of competency-based medical education (CBME), the regulations of York University and MD Program accreditation standards.
• Coordinate case-based learning (CBL), large-group learning…