Careers

The TMU School of Medicine (SoM)’s Associate Dean, Postgraduate Medical Education (Assoc. Dean, PGME) is a member of the SoM clinical faculty, overseeing and directing the Office of Postgraduate Medical Education Office (PGME). Committed to advancing the SoM’s commitments in fostering generalism and equity and community inclusion, the Assoc. Dean, PGME shares responsibility with the SoM senior management team in the overall strategic planning, development, delivery and improvement of the learner support program and processes in the SoM, while evolving to the local context and ongoing changes in the nature of medical education.

The TMU School of Medicine (SoM)’s Associate Dean, Undergraduate Medical Education, is a member of the SoM clinical faculty, overseeing and directing the Office of Undergraduate Medical Education (UGME). Committed to advancing the SoM’s commitments in fostering generalism and equity, diversity, and inclusion (EDI), the Associate Dean, UGME shares responsibility with the SoM senior management team in the overall strategic planning, development, implementation and evaluation of the Undergraduate Medical Education (UGME) Program in the SoM, while evolving to the local context and ongoing changes in the nature of medical education. Additionally, the Associate Dean, UGME chairs the Undergraduate Medical Education Program Council, facilitates collaboration, drives innovation, and ensures alignment with the SoM’s vision. They report to the School of Medicine Council and actively engage with other Program Councils/Committees, including those focused on Postgraduate Medical Education (PGME), Equity, and Social Accountability.

The TMU School of Medicine (SoM)’s Associate Dean of Clinical Faculty Relations (Associate Dean, CFR) is a member of the SoM clinical faculty, overseeing and directing the Office of Clinical Faculty Relations. Committed to advancing the SoM’s commitments in fostering generalism and equity, diversity, and community inclusion, the Associate Dean, CFR shares responsibility with the SoM senior management team in the overall strategic planning, development, delivery and improvement of the learner support program and processes in the SoM, while evolving to the local context and ongoing changes in the nature of clinical faculty success within medical education, healthcare provision, and clinical scholarship, research, and creative (SRC) activities. The Associate Dean is a member of the SoM Executive Team and works collaboratively with the other Associate Deans, Assistant Deans, Department Heads, and all other senior leadership team members of the SoM on issues affecting the interface between the SoM and affiliated teaching hospitals, clinical groups/institutions, or individual clinical faculty members who are independent practitioners.

The Director of Family Medicine/Family Medicine-Enhanced Skills (FM/FM-ES) Sites and Wellness (“Director”) promotes and maintains  the physical, mental, and emotional well-being of FM and FM-ES Residents. This includes ensuring that Clinical Learning Environments are optimized for the educational needs of the residents.  

The Director fosters a culture of support and resilience, developing and implementing innovative wellness initiatives, advocating for residents’ holistic health needs, and ensuring Residents have the support and resources necessary to thrive personally and professionally. Provides oversight to ensure Clinical Learning Environments meet the Professional Association of Residents of Ontario (PARO) requirements and the Committee on Accreditation of Canadian Medical Schools (CACMS). 

The Director of Family Medicine/Family Medicine-Enhanced Skills (FM/FM-ES) Selection and Quality Improvement (“Director”) oversees the selection process for incoming Residents through Canadian Resident Matching Service (CaRMS), ensuring a fair, transparent and efficient process that aligns with the strategic goals and values of the FM Residency Program and each of the FM-ES Residency Programs.  This position also spearheads continuous quality improvement initiatives, aiming to elevate the standards and outcomes of the residency programs and the clinical learning environments. 

The Director of Family Medicine/Family Medicine-Enhanced Skills (FM/FM-ES) Curriculum and Clinical Faculty Development (“Director”) oversees the coordination of curriculum and clinical faculty development portfolios for the FM and FM-ES Residency Programs. Ensures curriculum alignment with competency frameworks, and leads clinical faculty development initiatives based on the feedback of Residents and Clinical Faculty. The Director reviews feedback during semi-annual reviews and with regular rotation and academic curricula updates, ensuring alignment with the CFPC Triple C Competency-Based Curriculum.  The Director would review feedback from the residents which will provide guidance for future clinical faculty development sessions.

The Director of Family Medicine/Family Medicine-Enhanced Skills (FM/FM-ES) Assessment and Competence (“Director”) chairs the FM/FM-ES Joint Assessment Subcommittee and oversees the assessment processes and competence frameworks for the Family Medicine and Family Medicine Enhanced Skills Residency Programs. The Director ensures adherence to competency-based medical education principles, facilitates assessment protocols, and collaborates on continuous quality improvement efforts.  

The Director, Curriculum (Phase 1) is a key leadership position within the UGME Program at the Toronto Metropolitan University’s (TMU) School of Medicine and ensures the Undergraduate Medical Education (UGME) learning aligns with the vision and mission of the School of Medicine and Toronto Metropolitan University. The Director, Curriculum (Phase 1) provides academic leadership for the development and implementation of all aspects of UGME learning and participates in leading curriculum integration among courses across Phase 1. This includes overseeing and engaging in Phase 1 creation, delivery, assessment, progression, and remediation. The Director, Curriculum (Phase 1) role includes chairing subcommittees and will ensure the UGME Program achieves success using ongoing quality improvement while meeting all accreditation standards and elements as mandated by the Committee on Accreditation of Canadian Medical Schools (CACMS) and the Province of Ontario’s Institutional Quality Assurance Process (IQAP).

The Director Curriculum (Phase 1) works collaboratively across all Phases with Thread Leads, Associate Directors of Curriculum, and other UGME Education Leaders to ensure the delivery of an integrated four-year competency-based experiential curriculum - aligned with the principles of the Master Adaptive Learner.

The Director, Curriculum (Phase 2) is a key leadership position within the UGME Program at the Toronto Metropolitan University’s (TMU) School of Medicine and ensures the Undergraduate Medical Education (UGME) learning aligns with the vision and mission of the School of Medicine and Toronto Metropolitan University. The Director, Curriculum (Phase 2) provides academic leadership for the development and implementation of all aspects of UGME learning and participates in leading curriculum integration among courses across (Phase 2) . This includes overseeing and engaging in Phase 2  creation, delivery, assessment, progression, and remediation. The Director, Curriculum (Phase 2) role includes chairing subcommittees and will ensure the UGME Program achieves success using ongoing quality improvement while meeting all accreditation standards and elements as mandated by the Committee on Accreditation of Canadian Medical Schools (CACMS) and the Province of Ontario’s Institutional Quality Assurance Process (IQAP).

The Director Curriculum (Phase 2) works collaboratively across all Phases with Thread Leads, Associate Directors of Curriculum, and other UGME Education Leaders to ensure the delivery of an integrated four-year competency-based experiential curriculum - aligned with the principles of the Master Adaptive Learner.

The Director, Curriculum (Phase 3) is a key leadership position within the UGME Program at the Toronto Metropolitan University’s (TMU) School of Medicine and ensures the Undergraduate Medical Education (UGME) learning aligns with the vision and mission of the School of Medicine and Toronto Metropolitan University. The Director, Curriculum (Phase 3) provides academic leadership for the development and implementation of all aspects of UGME learning and participates in leading curriculum integration among courses across Phase 3. This includes overseeing and engaging in course creation, delivery, assessment, progression, and remediation. The Director, Curriculum (Phase 3) role includes chairing subcommittees and will ensure the UGME Program achieves success using ongoing quality improvement while meeting all accreditation standards and elements as mandated by the Committee on Accreditation of Canadian Medical Schools (CACMS) and the Province of Ontario’s Institutional Quality Assurance Process (IQAP).

The Director Curriculum (Phase 3) works collaboratively across all Phases with Thread Leads, Associate Directors of Curriculum, and other UGME Education Leaders to ensure the delivery of an integrated four-year competency-based experiential curriculum - aligned with the principles of the Master Adaptive Learner.

The Clinical Academic Department (CAD) Head within the TMU School of Medicine (SoM) holds a pivotal role as a member of the SoM clinical faculty. Tasked with overseeing and directing the CAD of Community and Primary Care along with associated clinical faculty-level administrators and CAD Staff, the Head is deeply committed to advancing the SoM's principles of generalism and equity, diversity, and inclusion & decolonization and reconciliation with Indigenous Peoples (EDI & IDIR).  Positioned as a vital member of the School of Medicine's senior management team, the Head collaborates closely with the Dean (or their delegate) in strategic planning, support, and development of clinical faculty members. This collaboration extends to ensuring the effective delivery of education at all levels within the School of Medicine, adapting to local contexts and ongoing changes in the landscape of clinical faculty success within medical education, healthcare provision, and clinical scholarship, research, creative, and innovation (SRCI) activities. Furthermore, this role involves collaborative efforts with other Department Heads, decanal leaders, and senior leadership team members of the SoM, particularly concerning issues impacting the interface between the SoM and faculty members within their respective Clinical Academic Departments (CAD).

The Clinical Academic Department (CAD) Head within the TMU School of Medicine (SoM) holds a pivotal role as a member of the SoM clinical faculty. Tasked with overseeing and directing the CAD of Hospital & Institutional Care along with associated clinical faculty-level administrators and CAD Staff, the Head is deeply committed to advancing the SoM's principles of generalism and equity, diversity, and inclusion & decolonization and reconciliation with Indigenous Peoples (EDI & IDIR).  Positioned as a vital member of the School of Medicine's senior management team, the Head collaborates closely with the Dean (or their delegate) in strategic planning, support, and development of clinical faculty members. This collaboration extends to ensuring the effective delivery of education at all levels within the School of Medicine, adapting to local contexts and ongoing changes in the landscape of clinical faculty success within medical education, healthcare provision, and clinical scholarship, research, creative, and innovation (SRCI) activities. Furthermore, this role involves collaborative efforts with other Department Heads, decanal leaders, and senior leadership team members of the SoM, particularly concerning issues impacting the interface between the SoM and faculty members within their respective Clinical Academic Departments (CAD).

We are looking for an Educational Developer to join the School of Medicine team. The Educational Developer and Clinical Faculty Development position is responsible for collaborating with the Clinical Faculty Development and Postgraduate Medical Education (PGME) teams under the leadership of the Assistant Dean of Faculty Development and Assistant Dean of Curricular Innovation. The primary focus of this role is to plan, design, develop, and implement educational curricula (primarily online) for faculty, residents, and relevant staff. 

The Marketing Manager, School of Medicine TMU provides strategic marketing planning, expertise and tactical execution and support for the university’s School of Medicine, including support for the Dean. Under the direction of the Director, Marketing and Media Strategy and through a highly consultative approach with diverse groups of internal and external stakeholders at all levels, provides leadership and develops and implements marketing plans and strategies to support the university’s School of Medicine. Ensures the successful development and execution of all marketing activities including digital marketing, social media management, website management, branding initiatives, campaigns, engagement initiatives and marketing collateral.