Lead, Emerging Concepts & Innovations in Health (ECIH)

Job Purpose 

The Lead, Emerging Concepts & Innovations in Healthcare (ECIH) is responsible for overseeing the planning, development, implementation and continuous quality improvement of the curriculum for their designated year of the ECIH 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 provides learners with a foundation in health system transformations, innovations in care delivery, planetary health, artificial intelligence in healthcare and interprofessional collaboration, while integrating key themes of the MD program across and between ECIH learning experiences. The specific focus and content of the course is intended to keep pace with the rapid development of new concepts and innovations impacting healthcare, health systems and/or outcomes.     

 

To support course delivery and alignment with the broader MD curriculum, the ECIH 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 ECIH curriculum to meet the course outcomes approved by the MD Program Curriculum Committee. 

• Design a curriculum map spanning all three years, integrating core topics such as health services and systems, AI in healthcare, third-party care models, at-home healthcare, and global and planetary health. 

• 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. 

• Stay abreast of new concepts and innovations impacting healthcare, health systems and outcomes to ensure course content remains timely and topical. 

• Oversee the development of course pedagogy for small-group learning (SGL), project-based assessments and large-group sessions as approved by the MD Program Curriculum Committee ensuring integration across all program years. 

• 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 BAP 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. 

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

• Ensure the learner educational experience in the ECIH 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 

• PhD or Master’s degree in a relevant field (e.g., Health Professions Education, Public Health, Health Policy, Medical Sciences, or a related discipline). 

• Experience in healthcare education and innovation is required. 

 

Minimum Experience 

•  

• ​​Experience in curriculum design and development, competency-based education, and the creation of interdisciplinary learning models. 

• ​Experience in one or more of the following: designing, implementing and evaluating longitudinal learning programs in medical education an asset. 

• ​Expertise in health system innovation, global and planetary health, and/or emerging trends in healthcare delivery. 

• ​Experience in student affairs is an asset. 

• ​Experience with service-learning and Quality Improvement   

• ​Demonstrated expertise in equity, diversity, and inclusion (EDI) in medical education.​ 

 

Knowledge 

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

• ​Knowledge of health systems science, emerging healthcare models, artificial intelligence in medicine, global and planetary health, and interprofessional collaboration. 

• ​Knowledge of Quality Improvement processes 

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

• ​Knowledge of equity, diversity, and inclusion principles, Indigenous health perspectives, and culturally responsive teaching.  

• ​Knowledge of processes to ensure safe, inclusive, equitable learning environments​ 

 

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.

We are committed to enhancing our environmentally and socially responsible practices for the benefit of all members of the York community. Our long term perspective recognizes our responsibility to be innovators and to continually work as a community to reduce our ecological impact.

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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.