Indigenous Ways of Knowing & Doing

Job Purpose 

The Theme Lead Indigenous Ways of Knowing & Doing is responsible for developing a strategy to incorporate their theme into the curriculum, including overseeing the development, implementation, and continuous quality improvement of key foundational themes within the MD program curriculum at the York University School of Medicine (YUSOM). 

Four themes, Foundational Sciences, Health Services & Systems, Equity, Diversity & Inclusion (EDI) & Practices, and Indigenous Ways of Knowing & Doing, are woven throughout the three years of the curriculum. For the Indigenous Ways of Knowing & Doing theme, the learners will explore Indigenous perspectives, traditions, and approaches to health, fostering reconciliation and culturally safe care in all aspects of medicine. 

To support course delivery and alignment with the broader MD curriculum and competency-based medical education (CBME) and accreditation standards, the Theme Lead will work collaboratively with course leads, Indigenous Health Lead, Black Health Lead, Disability Health Lead, Interprofessional Lead, 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 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 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 

General responsibilities for all Theme Leads: 

• Develop and implement a curriculum map to integrate the theme across all years of the MD program. 

• Work with course leads (GHC1,2,3, ECIH, BAP) and other theme leads to ensure vertical, horizontal and spiralled curriculum integration and progression across the program. 

• 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. 

• Collaborate with the Assessment Lead to co-develop integrated assessments across learning modalities. 

• Support the development of small-group learning (SGL), project-based learning, large-group learning (LGL) and clinical experiences related to the theme. 

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

• Liaise with the relevant MD program leads to support remediation processes for learners requiring additional educational support. 

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

• Report to the MD Program Curriculum Committee on compliance and areas for improvement in learning within their relevant theme. 

• Ensure the learner educational experience 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. 

 

Theme Specific responsibilities: 

• Knowledge of Indigenous histories, ways of knowing and doing, healing practices and pedagogies. 

• Guide the integration of Indigenous perspectives, traditions, and approaches to health throughout the curriculum. 

• Liaise with Indigenous elders, scholars, and community members to develop culturally safe learning experiences. 

• Ensure the curriculum aligns with the Truth and Reconciliation Commission’s Calls to Action in medical education. 

• Collaborate with Assessment Leads to ensure Indigenous content is meaningfully assessed and continuously improved. 

 

Qualifications 

Minimum Education, Training & Credentials 

• ​​Indigenous leader with a Master’s, PhD, MD or other professional degree (e.g., BScN, MSc) in a health-related discipline, with experience in Indigenous health and engagement with regional nations and communities preferred.​ 

 

Minimum Experience 

​​General: 

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

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

• ​Familiarity with postgraduate medical education (PGME) and clinical learning is preferred. 

• ​Knowledge and awareness of equity, diversity, and inclusion (EDI) principles in medical education is preferred. 

• ​Experience designing, implementing and evaluating longitudinal learning programs in medical education. 

• ​Experience with service-learning and Quality Improvement 

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Indigenous Ways of Knowing & Doing Theme Lead:  

• Experience in Indigenous health, education, and community engagement. 

• Prior involvement in curriculum development, reconciliation-focused medical education and integration of Indigenous perspectives in healthcare training preferred. 

 

Knowledge 

• ​​Understanding of CBME principles and their application in professional identity development. 

• ​Knowledge of medical education, the medical profession and ethical decision-making in healthcare. 

• ​Knowledge and application 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 

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Skills 

• Strong leadership and collaboration skills to engage faculty, learners, staff and other interested parties. 

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

• Ability to manage multiple priorities in a dynamic academic 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.