Job Purpose
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 the
York 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 by
the 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 Program
curriculum 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 learner
accommodation 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’s
commitment to equity, diversity, and inclusion (EDI).
Overview of MD Program at the York School of Medicine
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 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, learners will engage with core themes such as foundational
sciences, health services & systems, equity, diversity and inclusion, and Indigenous
ways of knowing, being, and doing.
Assessment is competency-based. The curriculum includes structured wellness breaks
and dedicated self-directed learning time to promote learner well-being. With a strong
emphasis 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 and
beyond.
Job Responsibilities
• 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 engaging in community service-learning activities.
• Orient and support community mentors/supervisors and faculty; provide development on coaching, feedback, cultural safety, trauma-informed approaches, and ethical engagement.
• Assess learner orientation covering community context, safety and risk management, professionalism, consent/privacy, and reflective practice.
• Ensure clear pathways for learner support, accommodations, and remediation in collaboration with Learner Affairs and MD Program and the School of Medicine leaders.
• Monitor learner placement fit and respond to concerns related to learning environment, safety, or professionalism.
• Contribute to the continuous quality improvement (CQI) processes and enhancement of community service-learning, utilizing data from assessment and program evaluation to enhance the curriculum.
• Advise on faculty development model, providing recommendations on resources, training, and instructional strategies to enhance curriculum delivery.
• Monitor placement allocation, schedules, risk management, and incident reporting processes in partnership with MD Program operations.
• Provide written reports on outcomes annually to the MD Program Curriculum Committee (MDCC).
Qualifications
Minimum Education, Training & Credentials
• Master’s degree in Health Education with a focus on Community Engagement, Health Systems, Social Determinants of Health, Public Health, Health Care Administration, Community Health or a related field.
Please note: This position requires verification of required degrees, training and credentials.
Minimum Experience
• Demonstrated experience with community-engaged learning, community partnerships or service-learning in health or health sectors.
• Experience in curriculum design and assessment, within Medical Education or Health Professions Education preferred.
• Experience in advancing equity, diversity, and inclusion (EDI) initiatives in medical education.
Knowledge
• Understanding of Competency Based Medical Education (CBME) principles and their application to community engagement and service learning.
• Familiarity with accreditation standards for undergraduate medical education, including program evaluation, assessment frameworks and continuous quality improvement (CQI) processes.
• Understanding of EDI principles, Indigenous health education and culturally responsive teaching practices.
• Awareness of community resources.
Skills
• Effective relationship building, partnership development, partner engagement, and change management skills.
• Effective leadership and collaboration skills to engage learners, faculty, clinical educators, program employees, and affiliated site partners.
• Effective communication and problem-solving abilities.
• Ability to manage multiple priorities in a dynamic environment.
• Effective organizational skills to guide curriculum development, assessment, and faculty development initiatives.
Hourly Range: $60.00 - $80.00
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.