Lead, Becoming a Professional

Job Purpose 

The Lead “Becoming a Professional” (BAP) is responsible for overseeing the planning, development, implementation and continuous quality improvement of the curriculum for their designated year of the BAP 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 course will help learners develop their professional identity by providing them with a foundation in Indigenous history and ways of knowing, ethics, professionalism, patient safety and quality improvement, and self-care, while integrating key themes of the MD program across and between BAP learning experiences. 

 

To support course delivery and alignment with the broader MD curriculum, the BAP Lead will work closely with 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). 

Overview of MD Program at the York School of Medicine (YUSOM) 

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. 

 

Job Responsibilities 

• Oversee the planning, development, implementation and ongoing quality improvement of the BAP curriculum to meet the course outcomes approved by the MD Program Curriculum Committee. 

• Design a curriculum map for all three years of the course, incorporating foundational and spiralling learning experiences in ethics, bias, antiracism, professionalism, and patient safety that are relevant to medicine. 

• 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. 

• Oversee the planning and implementation of the MD Program assessment framework for BAP, working closely with the assessment leads to ensure effective learner education and progression. 

• Oversee the development of longitudinal small-group learning and use of narrative assessment to track student growth. 

• Collaborate with Program leads for Indigenous Health, Black Health, and Disability Health to embed equity, diversity, and inclusion (EDI) principles and integrate culturally relevant content throughout the curriculum and learner education processes. 

• Liaise collaboratively with GHC and ECIH Leads to ensure vertical, horizontal and spiralled curriculum integration and progression across the program. 

• Collaborate with the theme leads to develop, deliver, refine and continually improve student learning experiences. 

• Liaise with Learner Affairs to incorporate career development, financial planning and wellness initiatives. 

• Support the Community Focused Learning lead for BAP in developing the community service-learning project with community organizations. 

• Develop and oversee the implementation of the Professional Portfolio to support student reflection as a practice for professional identity formation. 

• Collaborate with York University, YUSOM and MD Program leaders to create and oversee learner accommodation learning plans. 

• Liaise with the relevant MD program leads to create, support, oversee, assess and review remediation processes for learners requiring additional educational support. 

• Advise on faculty development model, providing recommendations on resources, training and instructional strategies to enhance curriculum delivery. 

• Lead and contribute to the BAP continuous quality improvement (CQI) processes, utilizing data from assessment and program evaluation to enhance the curriculum. 

• Ensure the learner educational experience in the BAP course is compliant with Program accreditation standards, program outcomes, and best practices in medical education. 

• Consult and collaborate with leaders in the YUSOM to ensure delivery of a safe, inclusive, supportive and equitable learning environment for all learners, faculty, contributors and staff in all course learning modules or sessions. 

 

Qualifications 

Minimum Education, Training & Credentials 

• ​​Doctor of Medicine (MD) required; Master’s degree preferred (Medical Education, Health Professions Education, or related field).​ 

 

Minimum Experience 

• ​​Experience in leadership, curriculum design and assessment, medical education and competency-based learning. 

• ​Expertise in narrative-based assessment, small-group evaluation, and project-based learning. 

• ​Experience in learner/resident/physician affairs, professional wellness, and faculty development is an asset. 

• ​Familiarity with postgraduate medical education (PGME) is an asset. 

• ​Experience in advancing equity, diversity, and inclusion (EDI) initiatives in medical education. 

• ​Experience with service-learning and Quality Improvement​ 

 

Knowledge 

• ​​In-depth understanding of CBME principles and their application in curriculum design, clinical training and assessment. 

• ​Knowledge in designing, implementing and evaluating BAP learning programs in medical education. 

• ​Deep knowledge of medical education, medical professionalism, ethical decision-making and antiracism in healthcare. 

• ​Knowledge of Quality Improvement processes​ 

• Strong understanding of EDI principles, Indigenous health education and culturally responsive teaching practices. 

• Understanding of accommodation and remediation processes and practices in medical education. 

• Knowledge of Indigenous histories, ways of knowing, healing practices and pedagogies would be an asset. 

 

Skills 

• Strong leadership and collaboration skills to engage faculty, clinical educators, program staff, and affiliated site partners. 

• Excellent verbal and written communication and problem-solving abilities. 

• Ability to manage multiple priorities in a dynamic environment. 

• Strong organizational skills to oversee curriculum development, assessment frameworks and faculty development initiatives.  

 

 

The University welcomes applications from all qualified individuals, including, but not limited to women, persons with disabilities, visible minorities (racialized), Indigenous Peoples and persons of any gender identity and sexual orientation. York University is committed to a positive, supportive and inclusive environment.

York University offers accommodation for applicants with disabilities in its recruitment processes. If you are contacted by York University regarding a job opportunity or testing, please advise if you require accommodation.

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PLEASE NOTE: This job posting is for an existing vacancy. Applications must be received by 11:55 pm EST on the posted deadline date, if applicable. Posting deadlines can be updated, or modified, at any time based on hiring needs. Please refer to the York U Career Portal when confirming posting deadlines.