Explore our comprehensive list of available positions for undergraduate medical studies. Discover the opportunities and find the position that matches your academic and professional aspirations:
Teaching Opportunities
The MD Program at the University of Ottawa offers various teaching opportunities in a multitude of settings including classrooms, clinics and University of Ottawa’s Skills and Simulated Center. In this guide, you will find the type of teaching opportunities and the list of courses in pre-clerkship as well as whom to contact to convey your interest and availability to teach.
Current opportunities
Appointment
Appointed by the Vice-Dean, Undergraduate Medical Education “UGME”, supported by the Assistant Dean, Curriculum, and Clinical Science Pillar Director.
Reporting Relationship
The Vice-Dean, UGME, through the Assistant Dean, Curriculum, and Clinical Science Pillar Director.
Term of Position
One (1) year, renewable 3 times.
Mandate
The University of Ottawa Faculty of Medicine Undergraduate Medical Education (UGME) Office is committed to transitioning from a “block” system of content delivery to an integrated curriculum that emphasizes the interconnectedness of foundational scientific concepts, human organ systems and disease, and the human condition.
To this end, UGME has created three pillars consisting of Clinical Sciences (CS), Medicine and Society and Foundational Sciences (FS). Within the CS Pillar there are 8 major content areas:
- Internal Medicine Sciences (IMS)
- cardiology/respirology/renal/gastroenterology
- Cellular Sciences (CeS)
- immunology/hematology/hematology oncology/medical oncology
- Neuropsychiatric Sciences (NS)
- neurology/neurosurgery/ophthalmology/psychiatry
- Medical Technology Sciences (MTS)
- virtual care/simulation/health informatics/artificial intelligence
- Diagnostic Technology Sciences (DTS)
- clinical skills/POCUS/clinical reasoning/rational clinical testing
- Endocrine and Metabolism Sciences (EMS)
- reproductive health/endocrinology/nutrition/obesity
- Human Form and Function (HFF)
- dermatology/orthopedics/rheumatology/sports medicine/oral health/ENT
- Life Stage Sciences (LSS)
- pediatrics/geriatrics/palliative care/pain
The CeS Lead will work under the direction of the CS Pillar Director in the strategic development of an integrated curriculum for the following knowledge domains: hematology, hematology oncology, medical oncology. Since all knowledge domains are interconnected, the IMS lead may also give input into other knowledge domains. Since all knowledge domains are interconnected, the CeS Lead may also give input into other knowledge domains.
Description of Responsibilities
Leadership and Strategic Planning
The new integrated CeS curriculum will span 4 months and will be created using principles of adult learning, medical education, change management, evidence-based medicine, generalism, equity, and technology all while working with the other 7 content leads and 3 Pillar Directors to deliver an overall cohesive vision of the undergraduate curriculum.
The CeS Lead will call upon the expertise of individual Subject Matter Experts (SMEs) under their portfolio as necessary to update and verify curricular content, and rely upon the support of instructional designers, technologists, graphic designers, project managers and administrative assistants as available to create this curriculum. Although implementation and assessment are not the main responsibility of the CeS Lead, they will work with the Assistant Dean of Academic Implementation to make certain that the envisioned curriculum is practical and deliverable with a cohesive assessment strategy.
The CeS Lead will co-create a project management plan with the CS Pillar Director, with the assistance of the project manager from the AEC Office. The CeS Lead will meet regularly to ensure clear lines of communication between those they report to and those who work under their own portfolio.
Curriculum Maintenance
In addition to regular review of the curricular content, objectives and flow pertaining to the subject areas of the CeS Lead, on an ad hoc basis the CeS Lead will be called upon to advise, manage, revise, and maintain various aspects of the existing curriculum under the CeS Portfolio. This may include review of large- and small-group session materials, CBL content, self-learning modules, exam content. Various SMEs may be called upon to help in this effort.
Faculty Development Support
The CeS Lead may be called upon to help recruit, mentor and support SMEs and instructors involved in the delivery and teaching of the curriculum.
Support the CS Pillar Director
The CeS Lead may be called upon to support the CS Pillar Director as they develop strategic partnerships and collaborations with various partners both within the outside of the Faculty of Medicine in the service of curriculum development.
Reporting
The CeS Lead will attend a monthly CS Pillar meeting and provide, at a minimum, an annual report to the CS Pillar Director.
Working as a learning team
As a team, the Leads will not immediately have all the skills available to design and realize a new curriculum and all its imperatives. You may be required to attend educational sessions that the UG Leadership Team may arrange to upgrade the skills of the team and learn together.
Expected Workload
One (1) day per week. Consideration will be given to flexible work arrangements to allow the demands of the service to be spread over the entire week.
Education and Other Requirements
- MD or equivalent degree with generalist expertise and in active clinical practice.
- Clinical knowledge at the generalist level and comfort in working the above knowledge domains. A working knowledge of the fundamental principles of medical education including curriculum design, objectives creation, assessment, and feedback. Formal pedagogical education (e.g. HESP, master's in medical education, distinguished teacher designation) and UG teaching experience (previous experience as CE or unit lead) are assets.
- Interest and experience in change leadership and change management including concepts of innovation, stakeholder engagement/resistance, organizational culture, and leadership.
- Demonstration of excellence in communication, interpersonal skills, leadership, teaching, and organization.
- Commitment to promoting diversity, equity, and inclusion in medical education.
- Commitment to student and faculty wellness.
- Academic appointment at FoM uO.
Administrative Support
The CeS Lead will be supported by The Assessment, Evaluation and Curriculum (AEC) Office, which consists of curricular coordinators and a project manager. Additionally, the UGME Office has additional instructional designers, technology experts, graphic designers, and educational consultants who are available to help.
Updated May 28, 2025
Appointment
Appointed by the Vice-Dean, Undergraduate Medical Education “UGME”, supported by the Assistant Dean, Curriculum, and Clinical Science Pillar Director.
Reporting Relationship
The Vice-Dean, UGME, through the Assistant Dean, Curriculum, and Clinical Science Pillar Director.
Term of Position
One (1) year, renewable 3 times.
Mandate
The University of Ottawa Faculty of Medicine Undergraduate Medical Education (UGME) office is committed to transitioning from a “block” system of content delivery to an integrated curriculum that emphasizes the interconnectedness of foundational scientific concepts, human organ systems and disease, and the human condition.
To this end, UGME has created three pillars consisting of Clinical Sciences (CS), Medicine and Society and Foundational Sciences (FS). Within the CS Pillar there are 8 major content areas:
- Internal Medicine Sciences (IMS)
- cardiology/respirology/renal/gastroenterology
- Cellular Sciences (CeS)
- immunology/hematology/hematology oncology/medical oncology
- Neuropsychiatric Sciences (NS)
- neurology/neurosurgery/ophthalmology/psychiatry
- Medical Technology Sciences (MTS)
- virtual care/simulation/health informatics/artificial intelligence
- Diagnostic Technology Sciences (DTS)
- clinical skills/POCUS/clinical reasoning/rational clinical testing
- Endocrine and Metabolism Sciences (EMS)
- reproductive health/endocrinology/nutrition/obesity
- Human Form and Function (HFF)
- dermatology/orthopedics/rheumatology/sports medicine/oral health/ENT
- Life Stage Sciences (LSS)
- pediatrics/geriatrics/palliative care/pain
The EMS Lead will work under the direction of the CS Pillar Director in the strategic development of an integrated curriculum for the following knowledge domains: reproductive health/endocrinology/nutrition/obesity. Since all knowledge domains are interconnected, the EMS Lead may also give input into other knowledge domains.
Description of Responsibilities
Leadership and Strategic Planning
The new integrated EMS curriculum will span 4 months and will be created using principles of adult learning, medical education, change management, evidence-based medicine, generalism, equity, and technology all while working with the other 7 content leads and 3 Pillar Directors to deliver an overall cohesive vision of the undergraduate curriculum.
The EMS Lead will call upon the expertise of individual Subject Matter Experts (SMEs) under their portfolio as necessary to update and verify curricular content, and rely upon the support of instructional designers, technologists, graphic designers, project managers and administrative assistants as available to create this curriculum. Although implementation and assessment are not the main responsibility of the EMS Lead, they will work with the Assistant Dean of Academic Implementation to make certain that the envisioned curriculum is practical and deliverable with a cohesive assessment strategy.
The EMS Lead will co-create a project management plan with the CS Pillar Director, with the assistance of the project manager from the AEC Office. The EMS Lead will meet regularly to ensure clear lines of communication between those they report to and those who work under their own portfolio.
Curriculum Maintenance
In addition to regular review of the curricular content, objectives and flow pertaining to the subject areas of the EMS Lead, on an ad hoc basis the EMS Lead will be called upon to advise, manage, revise, and maintain various aspects of the existing curriculum under the EMS Portfolio. This may include review of large- and small-group session materials, CBL content, self-learning modules, exam content. Various SMEs may be called upon to help in this effort.
Faculty Development Support
The EMS Lead may be called upon to help recruit, mentor and support SMEs and instructors involved in the delivery and teaching of the curriculum.
Support the CS Pillar Director
The EMS Lead may be called upon to support the CS Pillar Director as they develop strategic partnerships and collaborations with various partners both within the outside of the Faculty of Medicine in the service of curriculum development.
Reporting
The EMS Lead will attend a monthly CS Pillar meeting and provide, at a minimum, an annual report to the CS Pillar Director.
Working as a learning team
As a team, the Leads will not immediately have all the skills available to design and realize a new curriculum and all its imperatives. You may be required to attend educational sessions that the UG Leadership Team may arrange to upgrade the skills of the team and learn together.
Expect Workload
One (1) day per week. Consideration will be given to flexible work arrangements to allow the demands of the service to be spread over the entire week.
Education and Other Requirements
- MD or equivalent degree with generalist expertise and in active clinical practice.
- Clinical knowledge at the generalist level and comfort in working the above knowledge domains.
- A working knowledge of the fundamental principles of medical education including curriculum design, objectives creation, assessment, and feedback. Formal pedagogical education (e.g. HESP, Master’s in Medical Education, distinguished teacher designation) and UG teaching experience (previous experience as CE or unit lead) are assets.
- Interest and experience in change leadership and change management including concepts of innovation, stakeholder engagement/resistance, organizational culture, and leadership.
- Demonstration of excellence in communication, interpersonal skills, leadership, teaching, and organization.
- Commitment to promoting diversity, equity, and inclusion in medical education.
- Commitment to student and faculty wellness.
- Academic appointment at FoM uO.
Administrative Support
The EMS Lead will be supported by The Assessment, Evaluation and Curriculum (AEC) Office, which consists of curricular coordinators and a project manager. Additionally, the UGME Office has additional instructional designers, technology experts, graphic designers, and educational consultants who are available to help.
Updated May 28, 2025
Appointment
Appointed by the Vice-Dean, Undergraduate Medical Education “UGME”, supported by the Assistant Dean, Curriculum, and Clinical Science Pillar Director.
Reporting Relationship
The Vice-Dean, UGME, through the Assistant Dean, Curriculum, and Clinical Science Pillar Director.
Term of Position
One (1) year, renewable 3 times.
Mandate
The University of Ottawa Faculty of Medicine Undergraduate Medical Education (UGME) Office is committed to transitioning from a “block” system of content delivery to an integrated curriculum that emphasizes the interconnectedness of foundational scientific concepts, human organ systems and disease, and the human condition.
To this end, UGME has created three pillars consisting of Clinical Sciences (CS), Medicine and Society and Foundational Sciences (FS). Within the CS Pillar there are 8 major content areas:
- Internal Medicine Sciences (IMS)
- cardiology/respirology/renal/gastroenterology
- Cellular Sciences (CeS)
- immunology/hematology/hematology oncology/medical oncology
- Neuropsychiatric Sciences (NS)
- neurology/neurosurgery/ophthalmology/psychiatry
- Medical Technology Sciences (MTS)
- virtual care/simulation/health informatics /artificial intelligence
- Diagnostic Technology Sciences (DTS)
- clinical skills/POCUS/clinical reasoning/rational clinical testing
- Endocrine and Metabolism Sciences (EMS)
- reproductive health/endocrinology/nutrition/obesity
- Human Form and Function (HFF)
- dermatology/orthopedics/rheumatology/sports medicine/oral health/ENT
- Life Stage Sciences (LSS)
- pediatrics/geriatrics/palliative care/pain
The DTS Lead will work under the direction of the CS Pillar Director in the strategic development of an integrated curriculum for the knowledge domains of clinical skills, point-of-care ultrasound (POCUS), clinical reasoning, and rational clinical testing.
We define clinical reasoning as the scientific conscious, subconscious and metacognitive process by which physicians define and refine the clinical problem, generate a series of hypothetical causes, which is then tested at the point of care, leading to further refining of the diagnosis. Finally, this leads to more formalized testing, which then leads to the final diagnosis(es), which is then interrogated against the outcome of treatment.
We define rational testing as the scientific process by which physicians use evidence and rational decision making to choose the most efficient and cost-effective diagnostic tests to diagnose disease.
As technology is always advancing, the above is not an exhaustive list. The DTS Lead will keep abreast of, conceptualize, and utilize any diagnostic technology, digital or otherwise, that may be helpful in the implementation and delivery of uO’s undergraduate medical education curriculum. Since all knowledge domains are interconnected, the DTS Lead may also give input into other knowledge domains.
Description of Responsibilities
Leadership and Strategic Planning
The DTS Lead will be giving input into the design of current longitudinal curriculum areas such as POCUS and PSD, but also future curricular areas such as listed above.
The DTS Lead will design ways to integrate these medical technologies into a new integrated medical curriculum using principles of adult learning, medical education, change management, evidence-based medicine, generalism, equity, and technology all while working with the other 7 leads and 3 Pillar Directors to deliver an overall cohesive vision of the undergraduate curriculum.
The DTS Lead will call upon the expertise of individual Subject Matter Experts (SMEs) under their portfolio as necessary to update and verify curricular content, and rely upon the support of instructional designers, technologists, graphic designers, project managers and administrative assistants as available to create this curriculum. Although implementation and assessment are not the main responsibility of the DTS Lead, they will work with the Assistant Dean of Academic Implementation to make certain that the envisioned curriculum is practical and deliverable with a cohesive assessment strategy.
The DTS Lead will co-create a project management plan with the CS Pillar Director, with the assistance of the project manager from the AEC Office. The DTS Lead will meet regularly to ensure clear lines of communication between those they report to and those who work under their own portfolio.
Curriculum Maintenance
In addition to regular review of the curricular content, objectives and flow pertaining to the subject areas of the DTS Lead, on an ad hoc basis the DTS Lead will be called upon to advise, manage, revise, and maintain various aspects of the existing curriculum under the DTS Portfolio. This may include review of large- and small-group session materials, CBL content, self-learning modules, exam content. Various SMEs may be called upon to help in this effort.
Faculty Development Support
The DTS Lead may be called upon to help recruit, mentor and support SMEs and instructors involved in the delivery and teaching of the curriculum.
Support the CS Pillar Director
The DTS Lead may be called upon to support the CS Pillar Director as they develop strategic partnerships and collaborations with various partners both within the outside of the Faculty of Medicine in the service of curriculum development.
Reporting
The DTS Lead will attend a monthly CS Pillar meeting and provide, at a minimum, an annual report to the CS Pillar Director.
Working as a Learning Team
As a team, the Leads will not immediately have all the skills available to design and realize a new curriculum and all its imperatives. You may be required to attend educational sessions that the UG Leadership Team may arrange to upgrade the skills of the team and learn together.
Expected Workload
One (1) day per week. Consideration will be given to flexible work arrangements to allow the demands of the service to be spread over the entire week.
Education and Other Requirements
- MD or equivalent degree with generalist expertise and in active clinical practice.
- Demonstration of experience and innovation in teaching with the fields of history taking and physical examination, knowledge of POCUS, clinical reasoning and rational testing in medicine.
- A working knowledge of the fundamental principles of medical education including curriculum design, objectives creation, assessment, and feedback. Formal pedagogical education (e.g. HESP, Master’s in Medical Education, distinguished teacher designation) and UG teaching experience (previous experience as CE or unit lead) are assets.
- Interest and experience in change leadership and change management including concepts of innovation, stake holder engagement/resistance, organizational culture, and leadership
- Demonstration of excellence in communication, interpersonal skills, leadership, teaching, and organization
- Commitment to promoting diversity, equity, and inclusion in medical education
- Commitment to student and faculty wellness
- Academic appointment at FoM uO.
Administrative Support
The DTS Lead will be supported by The Assessment, Evaluation and Curriculum (AEC) Office, which consists of curricular coordinators and a project manager. Additionally, the UGME Office has additional instructional designers, technology experts, graphic designers, and educational consultants who are available to help.
Updated May 28, 2025
Appointment
Appointed by the Vice-Dean, Undergraduate Medical Education “UGME” supported by the Assistant Dean, Curriculum, and Clinical Science Pillar Director.
Reporting Relationship
The Vice-Dean, UGME, through the Assistant Dean, Curriculum, and Clinical Science Pillar Director.
Term of Position
One (1) year, renewable 3 times.
Mandate
The University of Ottawa Faculty of Medicine Undergraduate Medical Education (UGME) Office is committed to transitioning from a “block” system of content delivery to an integrated curriculum that emphasizes the interconnectedness of foundational scientific concepts, human organ systems and disease, and the human condition.
To this end, UGME has created three pillars consisting of Clinical Sciences (CS), Medicine and Society and Foundational Sciences (FS). Within the CS Pillar there are 8 major content areas:
- Internal Medicine Sciences (IMS)
- cardiology/respirology/renal/gastroenterology
- Cellular Sciences (CeS)
- immunology/hematology/hematology oncology/medical oncology
- Neuropsychiatric Sciences (NS)
- neurology/neurosurgery/ophthalmology/psychiatry
- Medical Technology Sciences (MTS)
- virtual care/simulation/health informatics /artificial intelligence
- Diagnostic Technology Sciences (DTS)
- clinical skills/POCUS/clinical reasoning/rational clinical testing
- Endocrine and Metabolism Sciences (EMS)
- reproductive health/endocrinology/nutrition/obesity
- Human Form and Function (HFF)
- dermatology/orthopedics/rheumatology/sports medicine/oral health/ENT
- Life Stage Sciences (LSS)
- pediatrics/geriatrics/palliative care/pain
The HFF Lead will work under the direction of the CS Pillar Director in the strategic development of an integrated curriculum for the following knowledge domains: dermatology/orthopedics/rheumatology/sports medicine/oral health/ENT. Since all knowledge domains are interconnected, the HFF Lead may also give input into other knowledge domains.
Description of Responsibilities
Leadership and Strategic Planning
The new integrated HFF curriculum will span 4 months and will be created using principles of adult learning, medical education, change management, evidence-based medicine, generalism, equity, and technology all while working with the other 7 content leads and 3 Pillar Directors to deliver an overall cohesive vision of the undergraduate curriculum.
The HFF Lead will call upon the expertise of individual Subject Matter Experts (SMEs) under their portfolio as necessary to update and verify curricular content, and rely upon the support of instructional designers, technologists, graphic designers, project managers and administrative assistants as available to create this curriculum. Although implementation and assessment are not the main responsibility of the HFF Lead, they will work with the Assistant Dean of Academic Implementation to make certain that the envisioned curriculum is practical and deliverable with a cohesive assessment strategy.
The HFF Lead will co-create a project management plan with the CS Pillar Director, with the assistance of the project manager from the AEC Office. The HFF Lead will meet regularly to ensure clear lines of communication between those they report to and those who work under their own portfolio.
Curriculum Maintenance
In addition to regular review of the curricular content, objectives and flow pertaining to the subject areas of the HFF Lead, on an ad hoc basis the HFF Lead will be called upon to advise, manage, revise, and maintain various aspects of the existing curriculum under the HFF Portfolio. This may include review of large- and small-group session materials, CBL content, self-learning modules, exam content. Various SMEs may be called upon to help in this effort.
Faculty Development Support
The HFF Lead may be called upon to help recruit, mentor and support SMEs and instructors involved in the delivery and teaching of the curriculum.
Support the CS Pillar Director
The HFF Lead may be called upon to support the CS Pillar Director as they develop strategic partnerships and collaborations with various partners both within the outside of the Faculty of Medicine in the service of curriculum development.
Reporting
The HFF Lead will attend a monthly CS Pillar meeting and provide, at a minimum, an annual report to the CS Pillar Director.
Working as a learning team
As a team, the Leads will not immediately have all the skills available to design and realize a new curriculum and all its imperatives. You may be required to attend educational sessions that the UG Leadership Team may arrange to upgrade the skills of the team and learn together.
Expected Workload
One (1) day per week. Consideration will be given to flexible work arrangements to allow the demands of the service to be spread over the entire week.
Education and Other Requirements
- MD or equivalent degree with generalist expertise and in active clinical practice.
- Clinical knowledge at the generalist level and comfort in working the above knowledge domains.
- A working knowledge of the fundamental principles of medical education including curriculum design, objectives creation, assessment, and feedback. Formal pedagogical education (e.g. HESP, Master’s in Medical Education, distinguished teacher designation) and UG teaching experience (previous experience as CE or unit lead) are assets.
- Interest and experience in change leadership and change management including concepts of innovation, stakeholder engagement/resistance, organizational culture, and leadership.
- Demonstration of excellence in communication, interpersonal skills, leadership, teaching, and organization.
- Commitment to promoting diversity, equity, and inclusion in medical education.
- Commitment to student and faculty wellness.
- Academic appointment at FoM uO.
Administrative Support
The HFF Lead will be supported by The Assessment, Evaluation and Curriculum (AEC) Office, which consists of curricular coordinators and a project manager. Additionally, the UGME Office has additional instructional designers, technology experts, graphic designers, and educational consultants who are available to help.
Updated May 28, 2025
Appointment
Appointed by the Vice-Dean, Undergraduate Medical Education “UGME”, supported by the Assistant Dean, Curriculum, and Clinical Science Pillar Director.
Reporting Relationship
The Vice-Dean, UGME, through the Assistant Dean, Curriculum, and Clinical Science Pillar Director.
Term of Position
One (1) year, renewable 3 times.
Mandate
The University of Ottawa Faculty of Medicine Undergraduate Medical Education (UGME) Office is committed to transitioning from a “block” system of content delivery to an integrated curriculum that emphasizes the interconnectedness of foundational scientific concepts, human organ systems and disease, and the human condition.
To this end, UGME has created three pillars consisting of Clinical Sciences (CS), Medicine and Society and Foundational Sciences (FS). Within the CS Pillar there are 8 major content areas:
- Internal Medicine Sciences (IMS)
- cardiology/respirology/renal/gastroenterology
- Cellular Sciences (CeS)
- immunology/hematology/hematology oncology/medical oncology
- Neuropsychiatric Sciences (NS)
- neurology/neurosurgery/ophthalmology/psychiatry
- Medical Technology Sciences (MTS)
- virtual care/simulation/health informatics /artificial intelligence
- Diagnostic Technology Sciences (DTS)
- clinical skills/POCUS/clinical reasoning/rational clinical testing
- Endocrine and Metabolism Sciences (EMS)
- reproductive health/endocrinology/nutrition/obesity
- Human Form and Function (HFF)
- dermatology/orthopedics/rheumatology/sports medicine/oral health/ENT
- Life Stage Sciences (LSS)
- pediatrics/geriatrics/palliative care/pain
The IMS Lead will work under the direction of the CS Pillar Director in the strategic development of an integrated curriculum for the following knowledge domains: cardiology, respirology, nephrology, and gastroenterology. Since all knowledge domains are interconnected, the IMS Lead may also give input into other knowledge domains.
Description of Responsibilities
Leadership and Strategic Planning
The new integrated IMS curriculum will span 4 months and will be created using principles of adult learning, medical education, change management, evidence-based medicine, generalism, equity, and technology all while working with the other 7 content leads and 3 Pillar Directors to deliver an overall cohesive vision of the undergraduate curriculum.
The IMS Lead will call upon the expertise of individual Subject Matter Experts (SMEs) under their portfolio as necessary to update and verify curricular content, and rely upon the support of instructional designers, technologists, graphic designers, project managers and administrative assistants as available to create this curriculum. Although implementation and assessment are not the main responsibility of the IMS Lead, they will work with the Assistant Dean of Academic Implementation to make certain that the envisioned curriculum is practical and deliverable with a cohesive assessment strategy.
The IMS Lead will co-create a project management plan with the CS Pillar Director, with the assistance of the project manager from the AEC Office. The IMS Lead will meet regularly to ensure clear lines of communication between those they report to and those who work under their own portfolio.
Curriculum Maintenance
In addition to regular review of the curricular content, objectives and flow pertaining to the subject areas of the IMS Lead, on an ad hoc basis the IMS Lead will be called upon to advise, manage, revise, and maintain various aspects of the existing curriculum under the IMS Portfolio. This may include review of large- and small-group session materials, CBL content, self-learning modules, exam content. Various SMEs may be called upon to help in this effort.
Faculty Development Support
The IMS Lead may be called upon to help recruit, mentor and support SMEs and instructors involved in the delivery and teaching of the curriculum.
Support the CS Pillar Director
The IMS Lead may be called upon to support the CS Pillar Director as they develop strategic partnerships and collaborations with various partners both within the outside of the Faculty of Medicine in the service of curriculum development.
Reporting
The IMS Lead will attend a monthly CS Pillar meeting and provide, at a minimum, an annual report to the CS Pillar Director.
Working as a learning team
As a team, the Leads will not immediately have all the skills available to design and realize a new curriculum and all its imperatives. You may be required to attend educational sessions that the UG Leadership Team may arrange to upgrade the skills of the team and learn together.
Expected Workload
One (1) day per week. Consideration will be given to flexible work arrangements to allow the demands of the service to be spread over the entire week.
Education and Other Requirements
- MD or equivalent degree with generalist expertise and in active clinical practice.
- Clinical knowledge at the generalist level and comfort in working the above knowledge domains.
- A working knowledge of the fundamental principles of medical education including curriculum design, objectives creation, assessment, and feedback. Formal pedagogical education (e.g. HESP, Master’s in Medical Education, distinguished teacher designation) and UG teaching experience (previous experience as CE or unit lead) are assets.
- Interest and experience in change leadership and change management including concepts of innovation, stakeholder engagement/resistance, organizational culture, and leadership.
- Demonstration of excellence in communication, interpersonal skills, leadership, teaching, and organization.
- Commitment to promoting diversity, equity, and inclusion in medical education.
- Commitment to student and faculty wellness.
- Academic appointment at FoM uO.
Administrative Support
The IMS Lead will be supported by The Assessment, Evaluation and Curriculum (AEC) Office, which consists of curricular coordinators and a project manager. Additionally, the UGME Office has additional instructional designers, technology experts, graphic designers, and educational consultants who are available to help.
Updated May 28, 2025
Appointment
Appointed by the Vice-Dean, Undergraduate Medical Education “UGME”, supported by the Assistant Dean, Curriculum, and Clinical Science Pillar Director.
Reporting Relationship
The Vice-Dean, UGME, through the Assistant Dean, Curriculum, and Clinical Science Pillar Director.
Term of Position
One (1) year, renewable 3 times.
Mandate
The University of Ottawa Faculty of Medicine Undergraduate Medical Education (UGME) Office is committed to transitioning from a “block” system of content delivery to an integrated curriculum that emphasizes the interconnectedness of foundational scientific concepts, human organ systems and disease, and the human condition.
To this end, UGME has created three pillars consisting of Clinical Sciences (CS), Medicine and Society and Foundational Sciences (FS). Within the CS Pillar there are 8 major content areas:
- Internal Medicine Sciences (IMS)
- cardiology/respirology/renal/gastroenterology
- Cellular Sciences (CeS)
- immunology/hematology/hematology oncology/medical oncology
- Neuropsychiatric Sciences (NS)
- neurology/neurosurgery/ophthalmology/psychiatry
- Medical Technology Sciences (MTS)
- virtual care/simulation/health informatics /artificial intelligence
- Diagnostic Technology Sciences (DTS)
- clinical skills/POCUS/clinical reasoning/rational clinical testing
- Endocrine and Metabolism Sciences (EMS)
- reproductive health/endocrinology/nutrition/obesity
- Human Form and Function (HFF)
- dermatology/orthopedics/rheumatology/sports medicine/oral health/ENT
- Life Stage Sciences (LSS)
- pediatrics/geriatrics/palliative care/pain
The LSS Lead will work under the direction of the CS Pillar Director in the strategic development of an integrated curriculum for the following knowledge domains: pediatrics, geriatrics, palliative care and pain. Since all knowledge domains are interconnected, the LSS Lead may also give input into other knowledge domains.
Description of Responsibilities
Leadership and Strategic Planning
The new integrated LSS curriculum will span 4 months and will be created using principles of adult learning, medical education, change management, evidence-based medicine, generalism, equity, and technology all while working with the other 7 content leads and 3 Pillar Directors to deliver an overall cohesive vision of the undergraduate curriculum.
The LSS Lead will call upon the expertise of individual Subject Matter Experts (SMEs) under their portfolio as necessary to update and verify curricular content, and rely upon the support of instructional designers, technologists, graphic designers, project managers and administrative assistants as available to create this curriculum. Although implementation and assessment are not the main responsibility of the LSS Lead, they will work with the Assistant Dean of Academic Implementation to make certain that the envisioned curriculum is practical and deliverable with a cohesive assessment strategy.
The LSS Lead will co-create a project management plan with the CS Pillar Director, with the assistance of the project manager from the AEC Office. The LSS Lead will meet regularly to ensure clear lines of communication between those they report to and those who work under their own portfolio.
Curriculum Maintenance
In addition to regular review of the curricular content, objectives and flow pertaining to the subject areas of the LSS Lead, on an ad hoc basis the LSS Lead will be called upon to advise, manage, revise, and maintain various aspects of the existing curriculum under the LSS Portfolio. This may include review of large- and small-group session materials, CBL content, self-learning modules, exam content. Various SMEs may be called upon to help in this effort.
Faculty Development Support
The LSS Lead may be called upon to help recruit, mentor and support SMEs and instructors involved in the delivery and teaching of the curriculum.
Support the CS Pillar Director
The LSS Lead may be called upon to support the CS Pillar Director as they develop strategic partnerships and collaborations with various partners both within the outside of the Faculty of Medicine in the service of curriculum development.
Reporting
The LSS Lead will attend a monthly CS Pillar meeting and provide, at a minimum, an annual report to the CS Pillar Director.
Working as a learning team
As a team, the Leads will not immediately have all the skills available to design and realize a new curriculum and all its imperatives. You may be required to attend educational sessions that the UG Leadership Team may arrange to upgrade the skills of the team and learn together.
Expected Workload
One (1) day per week. Consideration will be given to flexible work arrangements to allow the demands of the service to be spread over the entire week.
Education and Other Requirements
- MD or equivalent degree with generalist expertise and in active clinical practice.
- Clinical knowledge at the generalist level and comfort in working the above knowledge domains.
- A working knowledge of the fundamental principles of medical education including curriculum design, objectives creation, assessment, and feedback. Formal pedagogical education (e.g. HESP, Master’s in Medical Education, distinguished teacher designation) and UG teaching experience (previous experience as CE or unit lead) are assets.
- Interest and experience in change leadership and change management including concepts of innovation, stakeholder engagement/resistance, organizational culture, and leadership
- Demonstration of excellence in communication, interpersonal skills, leadership, teaching, and organization
- Commitment to promoting diversity, equity, and inclusion in medical education
- Commitment to student and faculty wellness
- Academic appointment at FoM uO.
Administrative Support
The LSS Lead will be supported by The Assessment, Evaluation and Curriculum (AEC) Office, which consists of curricular coordinators and a project manager. Additionally, the UGME Office has additional instructional designers, technology experts, graphic designers, and educational consultants who are available to help.
Updated May 28, 2025
Appointment
Appointed by the Vice-Dean, Undergraduate Medical Education “UGME”, supported by the Assistant Dean, Curriculum, and Clinical Science Pillar Director.
Reporting Relationship
The Vice-Dean, UGME, through the Assistant Dean, Curriculum, and Clinical Science Pillar Director.
Term of Position
One (1) year, renewable 3 times.
Mandate
The University of Ottawa Faculty of Medicine Undergraduate Medical Education (UGME) Office is committed to transitioning from a “block” system of content delivery to an integrated curriculum that emphasizes the interconnectedness of foundational scientific concepts, human organ systems and disease, and the human condition.
To this end, UGME has created three pillars consisting of Clinical Sciences (CS), Medicine and Society and Foundational Sciences (FS). Within the CS Pillar there are 8 major content areas:
- Internal Medicine Sciences (IMS)
- cardiology/respirology/renal/gastroenterology
- Cellular Sciences (CeS)
- immunology/hematology/hematology oncology/medical oncology
- Neuropsychiatric Sciences (NS)
- neurology/neurosurgery/ophthalmology/psychiatry
- Medical Technology Sciences (MTS)
- virtual care/simulation/health informatics/artificial intelligence
- Diagnostic Technology Sciences (DTS)
- clinical skills/POCUS/clinical reasoning/rational clinical testing
- Endocrine and Metabolism Sciences (EMS)
- reproductive health/endocrinology/nutrition/obesity
- Human Form and Function (HFF)
- dermatology/orthopedics/rheumatology/sports medicine/oral health/ENT
- Life Stage Sciences (LSS)
- pediatrics/geriatrics/palliative care/pain
The MTS Lead will work under the direction of the CS Pillar Director in the strategic development of an integrated curriculum for the knowledge domains of simulation, electronic health record and artificial intelligence.
As technology is always advancing, the above is not an exhaustive list. The MTS Lead will keep abreast of, conceptualize, and utilize any technology, digital or otherwise, that may be helpful in the implementation and delivery of uO’s undergraduate medical education curriculum. Since all knowledge domains are interconnected, the MTS Lead may also give input into other knowledge domains.
Description of Responsibilities
Leadership and Strategic Planning
The MTS Lead will be giving input into the design of current longitudinal curriculum areas such as POCUS and PSD, but also future curricular areas such as EHR training, virtual care, health informatics, and AI.
The MTS will design ways to integrate these medical technologies into the new integrated medical curriculum using principles of adult learning, medical education, change management, evidence-based medicine, generalism, equity, and technology all while working with the other 7 leads and 3 Pillar Directors to deliver an overall cohesive vision of the undergraduate curriculum.
The MTS Lead will call upon the expertise of individual Subject Matter Experts (SMEs) under their portfolio as necessary to update and verify curricular content, and rely upon the support of instructional designers, technologists, graphic designers, project managers and administrative assistants as available to create this curriculum. Although implementation and assessment are not the main responsibility of the MTS Lead, they will work with the Assistant Dean of Academic Implementation to make certain that the envisioned curriculum is practical and deliverable with a cohesive assessment strategy.
The MTS Lead will co-create a project management plan with the CS Pillar Director, with the assistance of the project manager from the AEC Office. The MTS Lead will meet regularly to ensure clear lines of communication between those they report to and those who work under their own portfolio.
Curriculum Maintenance
In addition to regular review of the curricular content, objectives and flow pertaining to the subject areas of the MTS Lead, on an ad hoc basis the MTS Lead will be called upon to advise, manage, revise, and maintain various aspects of the existing curriculum under the MTS Portfolio. This may include review of large- and small-group session materials, CBL content, self-learning modules, exam content. Various SMEs may be called upon to help in this effort.
Faculty Development Support
The MTS Lead may be called upon to help recruit, mentor and support SMEs and instructors involved in the delivery and teaching of the curriculum.
Support the CS Pillar Director
The MTS Lead may be called upon to support the CS Pillar Director as they develop strategic partnerships and collaborations with various partners both within the outside of the Faculty of Medicine in the service of curriculum development.
Reporting
The MTS Lead will attend a monthly CS Pillar meeting and provide, at a minimum, an annual report to the CS Pillar Director.
Working as a Learning Team
As a team, the Leads will not immediately have all the skills available to design and realize a new curriculum and all its imperatives. You may be required to attend educational sessions that the UG Leadership Team may arrange to upgrade the skills of the team and learn together.
Expected Workload
One (1) day per week. Consideration will be given to flexible work arrangements to allow the demands of the service to be spread over the entire week.
Education and Other Requirements
- MD or equivalent degree with generalist expertise and in active clinical practice.
- Demonstration of experience and innovation with technology in medicine, especially in the area of teaching and medical education. Special training in computer sciences or technology is not necessary.
- A working knowledge of the fundamental principles of medical education including curriculum design, objectives creation, assessment, and feedback. Formal pedagogical education (e.g. HESP, master’s in medical education, distinguished teacher designation) and UG teaching experience (previous experience as CE or unit lead) are assets.
- Interest and experience in change leadership and change management including concepts of innovation, stakeholder engagement/resistance, organizational culture, and leadership.
- Demonstration of excellence in communication, interpersonal skills, leadership, teaching, and organization.
- Commitment to promoting diversity, equity, and inclusion in medical education.
- Commitment to student and faculty wellness.
- Academic appointment at FoM uO.
Administrative Support
The MTS Lead will be supported by The Assessment, Evaluation and Curriculum (AEC) Office, which consists of curricular coordinators and a project manager. Additionally, the UGME Office has additional instructional designers, technology experts, graphic designers, and educational consultants who are available to help.
Updated May 28, 2025
Appointment
Appointed by the Vice-Dean, Undergraduate Medical Education “UGME”, supported by the Assistant Dean, Curriculum, and Clinical Science Pillar Director.
Reporting Relationship
The Vice-Dean, UGME, through the Assistant Dean, Curriculum, and Clinical Science Pillar Director.
Term of Position
One (1) year, renewable 3 times.
Mandate
The University of Ottawa Faculty of Medicine Undergraduate Medical Education (UGME) Office is committed to transitioning from a “block” system of content delivery to an integrated curriculum that emphasizes the interconnectedness of foundational scientific concepts, human organ systems and disease, and the human condition.
To this end, UGME has created three pillars consisting of Clinical Sciences (CS), Medicine and Society and Foundational Sciences (FS). Within the CS Pillar there are 8 major content areas:
- Internal Medicine Sciences (IMS)
- cardiology/respirology/renal/gastroenterology
- Cellular Sciences (CeS)
- immunology/hematology/hematology oncology/medical oncology
- Neuropsychiatric Sciences (NS)
- neurology/neurosurgery/ophthalmology/psychiatry
- Medical Technology Sciences (MTS)
- virtual care/simulation/health informatics/artificial intelligence
- Diagnostic Technology Sciences (DTS)
- clinical skills/POCUS/clinical reasoning/rational clinical testing
- Endocrine and Metabolism Sciences (EMS)
- reproductive health/endocrinology/nutrition/obesity
- Human Form and Function (HFF)
- dermatology/orthopedics/rheumatology/sports medicine/oral health/ENT
- Life Stage Sciences (LSS)
- pediatrics/geriatrics/palliative care/pain
The NS Lead will work under the direction of the CS Pillar Director in the strategic development of an integrated curriculum for the following knowledge domains: neurology, neurosurgery, ophthalmology, psychiatry. Since all knowledge domains are interconnected, the NS Lead may also give input into other knowledge domains.
Description of Responsibilities
Leadership and Strategic Planning
The new integrated NS curriculum will span 4 months and will be created using principles of adult learning, medical education, change management, evidence-based medicine, generalism, equity, and technology all while working with the other 7 content leads and 3 Pillar Directors to deliver an overall cohesive vision of the undergraduate curriculum.
The NS Lead will call upon the expertise of individual Subject Matter Experts (SMEs) under their portfolio as necessary to update and verify curricular content, and rely upon the support of instructional designers, technologists, graphic designers, project managers and administrative assistants as available to create this curriculum. Although implementation and assessment are not the main responsibility of the NS Lead, they will work with the Assistant Dean of Academic Implementation to make certain that the envisioned curriculum is practical and deliverable with a cohesive assessment strategy.
The NS Lead will co-create a project management plan with the CS Pillar Director, with the assistance of the project manager from the AEC Office. The NS Lead will meet regularly to ensure clear lines of communication between those they report to and those who work under their own portfolio.
Curriculum Maintenance
In addition to regular review of the curricular content, objectives and flow pertaining to the subject areas of the NS Lead, on an ad hoc basis the NS Lead will be called upon to advise, manage, revise, and maintain various aspects of the existing curriculum under the NS Portfolio. This may include review of large- and small-group session materials, CBL content, self-learning modules, exam content. Various SMEs may be called upon to help in this effort.
Faculty Development Support
The NS Lead may be called upon to help recruit, mentor and support SMEs and instructors involved in the delivery and teaching of the curriculum.
Support the CS Pillar Director
The NS Lead may be called upon to support the CS Pillar Director as they develop strategic partnerships and collaborations with various partners both within the outside of the Faculty of Medicine in the service of curriculum development.
Reporting
The NS Lead will attend a monthly CS Pillar meeting and provide, at a minimum, an annual report to the CS Pillar Director.
Working as a learning team
As a team, the Leads will not immediately have all the skills available to design and realize a new curriculum and all its imperatives. You may be required to attend educational sessions that the UG Leadership Team may arrange to upgrade the skills of the team and learn together.
Expected Workload
One (1) day per week. Consideration will be given to flexible work arrangements to allow the demands of the service to be spread over the entire week.
Education and Other Requirements
- MD or equivalent degree with generalist expertise and in active clinical practice.
- Clinical knowledge at the generalist level and comfort in working the above knowledge domains.
- A working knowledge of the fundamental principles of medical education including curriculum design, objectives creation, assessment, and feedback. Formal pedagogical education (e.g. HESP, Master’s in Medical Education, distinguished teacher designation) and UG teaching experience (previous experience as CE or unit lead) are assets.
- Interest and experience in change leadership and change management including concepts of innovation, stakeholder engagement/resistance, organizational culture, and leadership.
- Demonstration of excellence in communication, interpersonal skills, leadership, teaching, and organization.
- Commitment to promoting diversity, equity, and inclusion in medical education.
- Commitment to student and faculty wellness.
- Academic appointment at FoM uO.
Administrative Support
The NS Lead will be supported by The Assessment, Evaluation and Curriculum (AEC) Office, which consists of curricular coordinators and a project manager. Additionally, the UGME Office has additional instructional designers, technology experts, graphic designers, and educational consultants who are available to help.
Updated May 28, 2025
Appointment
Appointed by the Vice-Dean, Undergraduate Medical Education “UGME”, supported by the Assistant Dean, Curriculum.
Reporting Relationship
The Vice-Dean, UGME, through the Assistant Dean, Curriculum, and the Pillar Director, Medicine and Society.
Term of Position
One (1) year renewable
Mandate
The Lead of Health System and Law reports to the Medicine and Society Pillar Director and the Assistant Dean, Curriculum, UGME. The Lead is responsible for the oversight of the design, implementation and delivery of the MD Program’s Health System and Law curriculum, including reviewing and streamlining of current SIM sessions and development of a formal introductory health system, quality assurance, policy, and law curriculum. The Lead collaborates with the Pillar Director to work towards these subjects’ horizontal and vertical integration across the MD Program.
Description of Responsibilities
Leadership and Strategic Planning
Provide strategic leadership for the Health System and Law curriculum within four years of the undergraduate medical education program, setting objectives and priorities to enhance collaborative medical education. Collaborate with other leads and the Medicine and Society Pillar Director to develop and implement strategic plans, aligning with CACMS accreditation standards, educational best practices, and healthcare industry trends. Collaborate with the Associate Dean, Social Accountability, to promote related initiatives in UGME. Represent the Health System and Law curriculum at the Medicine and Society pillar committee meeting and attend a minimum of 75% of pillar committee meetings.
Curriculum Development and Oversight
In collaboration with the Medicine and Society Pillar Director, establish objectives and ensure their integration in the MD Program. Oversee the design, integration (vertical and horizontal) and implementation of the Health System and Law curriculum, ensuring alignment with educational objectives, clinical competencies, and MD professional standards. This includes reviewing and streamlining of current SIM sessions to ensure integration and the revision of CBL modules, and development of a formal introductory health system, quality assurance, policy, and law curriculum. Regularly review the Health System and Law components in the curriculum and provide suggestions to the Pillar Director for improvement as required. Collaborate with clinicians, APUO faculty members and external partners (e.g., Faculty of Law, Telfer School of Management) to develop innovative teaching methods, technology-enhanced training, and simulation activities to enhance the clinical learning experience, while updating and maintaining pre-existing instructional materials, such as CBL, web-based resources and large- and small-group sessions. Collaborate with the Assistant Dean of Academic Implementation, Assistant Dean of Student Assessment and Promotion, and Assistant Dean of Curriculum on assessment strategies and exam content in accordance with the Faculty regulations. Collaborate with operations/administrative team and other leads/directors so that exam corrections and student evaluations are completed in time for presentation to promotion committees. Provide exam content by creating 15% new questions each year. The Lead will be accountable for and adhere to CACMS Accreditation Standards as they relate to their area of responsibility and provide specific accreditation-related information to the UGME Assessment, Evaluation and Curriculum Office upon requests received from the Accreditation manager and team.
Education and other Requirements
- MD or equivalent degree with generalist expertise, such as Family Medicine (CCFP) or General Internal Medicine (GIM FRCPC) specialization AND in active clinical practice or Law degree with expertise in health law and health systems.
- Demonstrated leadership experience in medical education, curriculum development, and clinical practice, preferably within an undergraduate medical education program.
- Strong understanding of clinical teaching methodologies and assessment methods relevant to medical education.
- Excellent communication, interpersonal, and organizational skills, with the ability to collaborate effectively with diverse stakeholders, including faculty, students, and healthcare professionals.
- Commitment to promoting diversity, equity, and inclusion in medical education and fostering a culture of excellence, professionalism, and lifelong learning.
- Ability to function in a bilingual setting.
- Support the Francophonie and bilingual goals of the University.
Faculty Development and Support
Recruit, mentor, and support faculty members and clinicians under the Health System and Law, providing guidance and resources to enhance their teaching effectiveness, expertise, and professional development.
Partnership Development
Cultivate strategic partnerships, collaborate with other faculties, departments, schools and community organizations (e.g., Faculty of Law, Telfer School of Management, CMPA) to foster the development and activities of the MD Program.
Expected workload
One (1) day per week. Consideration will be given to flexible work arrangements to allow the demands of the service to be spread over the entire week.
Committee Membership
Medicine and Society Pillar Committee: voting member
Reporting
Provides, at a minimum, an annual report to the Medicine and Society Pillar Director.
Appointment
Appointed by the Vice-Dean, Undergraduate Medical Education (UGME) supported by the Assistant Dean, Student Evaluation and Curriculum Implementation.
Reporting Relationship
The Vice-Dean, UGME, through the Pre-Clerkship Directors and the Assistant Dean, Student Evaluation and Curriculum Implementation.
Term of Position
One (1) year, renewable based on performance.
Mandate
The Master Teacher will play a key role in the delivery of the curriculum for our medical students during their pre-clerkship years. Focusing on the concept of generalism, teachers will engage students in diverse learning environments, including small-group, large-group sessions and collaborative learning sessions.
Description of Responsibilities
Curriculum development and delivery
- Collaborate with Content Leads, Unit Leads and Pre-Clerkship Directors to align teaching with program objectives.
- Contribute to curriculum development and innovation in teaching methods, as appropriate.
- Provide constructive feedback to students to foster their academic and professional growth & complete their mandatory evaluations (if applicable)
- Variety of Teaching Opportunities:
- Large-group teaching: Deliver interactive sessions in a large-group format on core topics in the medical curriculum, emphasizing application of foundational scientific and clinical concepts.
- Case-Based Learning (CBL) Facilitation: Guide small-group sessions focused on clinical case discussions to develop critical thinking and problem-solving skills.
- Team-Based Learning (TBL) Facilitation: Lead collaborative, active learning sessions to enhance students' ability to apply knowledge to clinical scenarios.
Faculty Development and Support
- Stay current in advances and innovations in medical education, particularly in terms of curriculum implementation & delivery.
- Collaborate with instructional designers and IT specialists to enhance curriculum delivery through evidence-based educational methods and technology integration.
- Participate, as needed, in the evaluation of other teachers to provide feedback and coaching on their teaching performance and support their professional growth.
Expected workload
1-2 days per week (based on Master Teacher availability)
Education and other Requirements
- MD or equivalent degree with generalist expertise, such as Family Medicine (CCFP) or General Internal Medicine (GIM FRCPC) specialization AND in active clinical practice.
- Passion and dedication to join a team of educators committed to delivering high-caliber pre-clerkship medical education
- Prior experience in teaching medical students, particularly at the pre-clerkship level, is an asset
- Evidence of strong teaching performance, supported by recent teaching evaluations or feedback from learners
- A strong understanding of clinical teaching methodologies relevant to medical education and a dedication to continuously enhancing and evolving teaching methods through regular self-assessment and long-term faculty development
- Demonstrate excellent communication, interpersonal, and organizational skills, with the ability to collaborate effectively with diverse stakeholders, including faculty, students, and healthcare professionals.
- Commitment to promoting equity, diversity and inclusion in medical education and fostering a culture of excellence, professionalism, and lifelong learning.
- Recipients of Teaching Skills Attainment Awards or similar is an asset
- Ability to function in a bilingual setting.
- Support the Francophonie and bilingual goals of the University.
- Academic appointment at FoM uO*
* at the rank of Lecturer/Assistant/Associate
Appointment
Appointed by the Vice Dean, Undergraduate Medical Education “UGME”, supported by the Assistant Dean, Curriculum.
Reporting Relationship
The Vice Dean, UGME, through the Assistant Dean, Curriculum and the Pillar Director, Medicine & Society.
Term of Position
One (1) year
Mandate
The Lead of History reports to the Medicine & Society Pillar Director and the Assistant Dean, Curriculum, UGME. The Lead of History is responsible for the oversight of the delivery of the MD Program’s history curriculum, including helping students gain insights into the historical development of medical knowledge and practices, helping students appreciate the progression of medical innovations, allowing students to learn from past errors and achievements in healthcare, fostering critical thinking in clinical science, and promoting reflective practice and humility. The Lead collaborates with the Pillar Director to work towards these subjects’ horizontal and vertical integration across the MD Program.
Description of Responsibilities
Leadership and Strategic Planning
Provide strategic leadership for the history curriculum within four years of the undergraduate medical education program, setting objectives and priorities to enhance clinical education and training. Collaborate with other leads and the Medicine & Society Pillar Director to develop and implement strategic plans, aligning with accreditation standards (CACMS accreditation standards), educational best practices, and healthcare industry trends. Collaborate with the Associate Dean, Social Accountability, to promote related initiatives in UGME. Maintain awareness of advances and trends, and facilitate research and innovation in history. Represent the history curriculum at the Medicine and Society pillar committee meeting and attend a minimum of 75% of pillar committee meetings.
Curriculum Development and Oversight
In collaboration with the Medicine & Society Pillar Director, establish objectives and ensure their integration in the MD Curriculum. Oversee the design, integration (vertical and horizontal) and implementation of the history curriculum, ensuring alignment with educational objectives, clinical competencies, and MD professional standards. Regularly review the history components in the curriculum and provide suggestions to the Pillar Director for improvement as required. Collaborate with clinicians and APUO faculty members to develop innovative teaching methods, technology-enhanced training, and simulation activities to enhance the learning experience, while updating and maintaining pre-existing instructional materials, such as CBL, web-based resources and large- and small-group sessions. Collaborate with the Assistant Dean of Academic Implementation, Assistant Dean Student Assessment and Promotion, and Assistant Dean of Curriculum on assessment strategies and exam content in accordance with the Faculty regulations. The Lead will be accountable for and adhere to CACMS Accreditation Standards as they relate to their area of responsibility and provide specific accreditation related information to the UGME Assessment, Evaluation and Curriculum Office upon requests received from the Accreditation manager and team.
Education and other Requirements
- MD or equivalent terminal or professional degree (e.g., JD, PhD).
- Demonstrated leadership experience in medical education, curriculum development, and clinical practice, preferably within an undergraduate medical education program.
- Strong understanding of clinical teaching methodologies and assessment methods relevant to medical education.
- Excellent communication, interpersonal, and organizational skills, with the ability to collaborate effectively with diverse stakeholders, including faculty, students, and healthcare professionals.
- Commitment to promoting diversity, equity, and inclusion in medical education and fostering a culture of excellence, professionalism, and lifelong learning.
- Ability to function in a bilingual setting.
- Support the Francophonie and bilingual goals of the University.
- Academic appointment at FoM uO
Faculty Development and Support
Recruit, mentor, and support faculty members, community partners, and clinicians under the history curriculum in teaching, providing guidance and resources to enhance their teaching effectiveness, expertise, and professional development. Assist with recruiting preceptors and instructors.
Partnership Development
Cultivate strategic partnerships, collaborations with other faculties, departments, and community organizations to enrich the history program. Participate in interprofessional/interdisciplinary collaborations.
Expected workload
One (1) day per week. Consideration will be given to flexible work arrangements to allow the demands of the service to be spread over the entire week.
Committee Membership
Medicine & Society Pillar Committee: voting member
Reporting
Provides, at a minimum, an annual report to Medicine & Society Pillar Director
Appointment
Appointed by the Vice-Dean, Undergraduate Medical Education “UGME”, supported by the Assistant Dean, Curriculum.
Reporting Relationship
The Vice-Dean, UGME, through the Assistant Dean, Curriculum, and the Pillar Director, Medicine and Society.
Term of Position
One (1) year renewable
Mandate
The Lead is responsible for the oversight of the delivery of the MD Program’s EBM and Research Methods curriculum, including reviewing and streamlining of current EBM sessions, and development of a formal introductory research methods curriculum. The Lead collaborates with the Pillar Director to work towards these subjects’ horizontal and vertical integration across the MD Program.
Description of Responsibilities
Leadership and Strategic Planning
Provide strategic leadership for the EBM/Research Methods curriculum within four years of the undergraduate medical education program, setting objectives and priorities to enhance collaborative medical education. Collaborate with other leads and the Medicine and Society Pillar Director to develop and implement strategic plans, aligning with accreditation standards (CACMS accreditation standards), educational best practices, and healthcare industry trends. Collaborate with the Associate Dean, Social Accountability, to promote related initiatives in UGME. Represent the EBM/Research Methods curriculum at the Medicine and Society pillar committee meeting and attend a minimum of 75% of pillar committee meetings.
Curriculum Development and Oversight
In collaboration with the Medicine and Society Pillar Director, establish objectives and ensure their integration in the MD Curriculum. Oversee the design, integration (vertical and horizontal) and implementation of the EBM/Research Methods curriculum, ensuring alignment with educational objectives, clinical competencies, and MD professional standards. This includes reviewing and streamlining of current EBM sessions to eliminate redundancy, and the development of a formal introductory research methods curriculum. Regularly review the EBM/Research Methods components in the curriculum and provide suggestions to the Pillar Director for improvement as required. Collaborate with clinicians, APUO faculty members and external partners (e.g., DIME, SEPH) to develop innovative teaching methods, technology-enhanced training, and simulation activities to enhance the clinical learning experience, while updating and maintaining pre-existing instructional materials, such as CBL, web-based resources and large- and small-group sessions. Collaborate with the Assistant Dean of Academic Implementation, Assistant Dean Student Assessment and Promotion, and Assistant Dean of Curriculum on assessment strategies and exam content in accordance with the Faculty regulations. Collaborate with operations/administrative team and other leads/directors so that exam corrections and student evaluations are completed in time for presentation to promotion committees. Provide exam content by creating 15% new questions each year. The Lead will be accountable for and adhere to CACMS Accreditation Standards as they relate to their area of responsibility and provide specific accreditation related information to the UGME Assessment, Evaluation and Curriculum Office upon requests received from the Accreditation manager and team.
Education and other Requirements
- MD or equivalent terminal or professional degree (e.g., JD, PhD).
- Demonstrated leadership experience in medical education, curriculum development, and clinical practice, preferably within an undergraduate medical education program.
- Strong understanding of clinical teaching methodologies and assessment methods relevant to medical education.
- Excellent communication, interpersonal, and organizational skills, with the ability to collaborate effectively with diverse stakeholders, including faculty, students, and healthcare professionals.
- Commitment to promoting diversity, equity, and inclusion in medical education and fostering a culture of excellence, professionalism, and lifelong learning.
- Ability to function in a bilingual setting.
- Support the Francophonie and bilingual goals of the University.
- Academic appointment at FoM uO
Faculty Development and Support
Recruit, mentor, and support faculty members and clinicians under the EBM/Research Methods curriculum, providing guidance and resources to enhance their teaching effectiveness, expertise, and professional development.
Partnership Development
Cultivate strategic partnerships, collaborate with other faculties, departments, schools and community organizations (e.g., DIME, School of Epidemiology and Public Health) to foster the development and activities of the MD Program.
Expected workload
One (1) day per week. Consideration will be given to flexible work arrangements to allow the demands of the service to be spread over the entire week.
Committee Membership
Medicine and Society Pillar Committee: voting member
Reporting
Provides, at a minimum, an annual report to the Medicine & Society Pillar Director.
All qualified candidates are invited to apply; however, preference will be given to Canadian citizens and permanent residents. When submitting your application, please indicate your current status. The University of Ottawa is an equal opportunity employer. We strongly encourage applications from women, Indigenous peoples, persons with disabilities and members of visible minorities. If you are invited to continue the selection process, please notify us of any particular adaptive measures you might require by contacting the Office of the Associate Vice-President, Faculty Affairs at 613-562-5958. Any information you send us will be handled respectfully and in complete confidence. The University of Ottawa is proud of its 160-year tradition of bilingualism. Through its Official Languages and Bilingualism Institute, the University provides training to staff members and to their spouses in their second official language. At the time of tenure, professors are expected to have the ability to function in a bilingual setting.
Ready to apply?
Applications and/or suggestions for nominations, including cover letter and CV from applicants should be sent to the following:
Dr. Alan Chaput
Vice-Dean, Undergraduate Medical Education
University of Ottawa, Faculty of Medicine
451 Smyth Road, Room 2038A
Ottawa, ON K1H 8M5
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If you wish to be kept informed on teaching opportunities and to be added to the recruitment list, please send us an email.
Teaching in Pre-Clerkship
The program leading to the Doctor of Medicine degree includes 147 weeks of instruction (72 weeks of which are devoted to clinical work) scheduled over four calendar years.
Pre-Clerkship is devoted to the teaching and learning of biomedical sciences. During medical studies, students should demonstrate the intelligence, the integrity, and the personal and emotional characteristics deemed necessary for competent physicians. Their behaviour must be consistent with an acceptable code of professional ethics, such as stated in the Faculty's Standards of Ethical and Professional Behaviour. The MD Program is offered in English and in French.
You will find below the list of opportunities teaching in pre-clerkship. Should you wish to get involved in one or multiple content areas, please refer to the Contact List to find the coordinates of Unit Leaders and Content Experts.
CBLM sessions are offered during the first and second year of the MD Program. It is an approach to small group learning designed to shift the focus of student learning from foundational science to clinical knowledge and skills development, with opportunities to demonstrate communication skills and model professional behaviors. The cases present a disciplinary problem or problems for which students devise solutions under the guidance of a tutor. A tutor guide describing the objectives and resources on how to successfully facilitate a CBLM is provided to tutors.
A CBLM is composed of 2 weekly sessions. The first session (CBLM 1) is 2 hours long while the second session (CBLM 2) is 3 hours long in the first year and 2 hours long in the second year.
Requirements
- CBLM tutors are not required to be content experts;
- Have, or be willing to seek and obtain, an academic appointment in the Faculty of Medicine.
Role of a CBLM tutor
Tutor a group of 8 or 9 students in the discussion of weekly CBLM. The tutor, who is primarily a facilitator, may occasionally have to act as a moderator or an organizer depending on the situation and dynamics of the group.
Responsibilities of the CBLM tutor
- Be available to attend CBLM sessions as scheduled;
- Act as a facilitator and resource person and guides students through various steps of CBLM;
- Ensure that the learning objectives are achieved by the students;
- Communicate pedagogical and professional concerns to the UGME Office.
- Monitor students’ attendance and report absences and concerns to the UGME Office.
- Evaluate students’ performance.
Should you wish to be involved in CBLM teaching, please contact [email protected] and [email protected].
The unit-directed lectures focus on foundational science and clinical knowledge from a variety of disciplines. A lecture is usually 1 to 2 hours in duration and is presented by a subject expert.
Requirement
- Have expert knowledge in the subject at hand.
- Have, or be willing to obtain a University of Ottawa employee number.
Role of a lecturer
Deliver a lecture based on a list of specific objectives.
Responsibilities of a lecturer
- Prepare and deliver a lecture on a subject based on specific objectives;
- Answer students questions;
- Provide 1 to 2 exam questions per lecture to the Content Expert/Unit Leader.
The PSD course is offered during the first 2 years of the MD Program. It introduces students to interviewing skills with an emphasis on establishing good communication between the physician and the patient, effective history taking and physical examination. It allows students early exposure to clinical settings. The sessions are taught in small groups where students are paired with a tutor and a standardized patient simulating a real patient.
Requirements
- Have clinical experiences in the Canadian health care system;
- Have, or be willing to seek and obtain, an academic appointment in the Faculty of Medicine.
Role of the PSD tutor
Teach clinical skills such as history-taking, physical examinations, and interviewing skills.
Responsibilities of a PSD tutor
- Be available to attend sessions as scheduled;
- Communicate non-availability to attend a session within a reasonable time;
- Act as a facilitator for the teaching of clinical skills;
- Ensure that learning objectives are achieved by students;
- Communicate any pedagogical and/or professional concerns to the PSD Leader;
- Monitor student attendance and report absences to the Coordinator of Clinical Skills;
- Evaluate students’ performance.
Should you wish to be involved in PSD teaching, please contact the Coordinator of Clinical Skills [email protected].
The Department of Family Medicine, in collaboration with the UGME, coordinates the program structure and placement of the PSD Community Preceptor program. This program, offered to first and second year medical students, provides the opportunity to be placed in a family medicine community practice for a total of eight half days (four in first year and four in second year). The placements consists of eight sessions to be held between September and March. The eight sessions are distributed as four sessions for year 1 in the Winter and follow with four more sessions for year 2 in the Fall.
Requirements
- Have clinical experiences in the Canadian health care system;
- Have or work at a clinical establishment where students are allowed to do clinical placements;
- Have, or be willing to seek and obtain, an academic appointment in the Faculty of Medicine.
Role of a Preceptor
Provide students with an opportunity to enhance their clinical skills and practice basic clinical skills under your supervision.
Responsibilities of the Preceptor
- Enhance exposure of medical students in their early training to family physicians in a community based clinical setting.
- Provide an opportunity for medical students to PRACTICE a focused history and/or physical examination depending on the setting.
- Provide an opportunity for the medical student to appreciate the role of the family physician in the community.
- Provide an opportunity for a longitudinal relationship between the medical student and the family physician as would be experienced through the sessions.
- Evaluate students performance.
Should you wish to be involved in the community preceptor program, please contact [email protected].
‘Cliniques simulées’ are part of the course ‘Développement des aptitudes cliniques (DAC)’ and are offered to francophone students during their first and second year of the MD Program. They are individual or paired sessions where students can practice their clinical skills based on a simulated scenario.
Requirements
- Have clinical experience in the Canadian health care system;
- Have, or be willing to seek and obtain, an academic appointment in the Faculty of Medicine.
Role of the tutor of clinique simulée
A tutor of clinique simulée evaluates student performance in an interview with a simulated patient and provides feedback on their clinical reasoning and hypotheses.
Responsibilities of the tutor of clinique simulée
- Be available to attend sessions as scheduled;
- Communicate non-availability to attend a session within a reasonable time;
- Evaluate students’ performance and provide feedback;
- Ensure that learning objectives are achieved by students;
- Communicate any pedagogical and/or professional concerns to the DAC leader;
- Monitor students’ attendance and report absences to the Coordinator of Clinical Skills.
Should you wish to be involved in cliniques simulées teaching, please contact the Coordinator of Clinical Skills at [email protected].
The Eportfolio on Core Competencies is a longitudinal course that spans the four years of the MD Program. It provides framework for students to reflect upon and integrate each of the eight roles of the undergraduate medical curriculum at University of Ottawa’s Faculty of Medicine (clinician, communicator, collaborator, health advocate, manager, professional, scholar and person).
Requirements
- Have clinical experience in the Canadian health care system;
- Have, or be willing to seek and obtain, an academic appointment in the Faculty of Medicine.
Role of an ePortolio Coach
The ePortolio coach facilitates group discussion. Coaches are assigned a group of six (6) to eight (8) students. They are required to meet with their group at least twice a year with ongoing dialogues during the four (4 years)
Responsibilities of the ePortolio Coach
- Meet students at least twice a year. (1.5 to 2 hours per meeting).
- Facilitate discussion during meetings.
- Review the students’ ePortfolio posts and provide feedback
- Complete a progress evaluation for each student.
- Participate in regular Faculty Developments sessions for coaches throughout the year.
Should you wish to be involved as an ePortfolio coach, please contact [email protected].
A series of lectures and tutorials on a variety of social accountability topics are embedded in the MD Curriculum. These sessions focus on addressing priority health concerns of the community, region, our nation.
List of programs part of social accountability teachings
- Leadership
- Community Service Learning
- Inter professionalism
- ePortfolio
- Society, Individual and Medicine (SIM)
- Medicine and the Humanities
- Global Health
- Rural and Regional Health
- Urban Disadvantaged
Should you wish to be involved in social accountability teaching activities, please contact: [email protected].
See the MED 1201 course description.
- Development and Genetics (3 weeks)
- Hematology (4 weeks)
- Musculoskeletal, Microbiology and Infectious Disease (3 weeks)
- Immunology (2 week)
See the MED 1202 course description.
- Cardiology (5 weeks)
- Oncology (1 weeks)
- Respirology and Otolaryngology (5 weeks)
- Lymphoma (1 week)
- Leukemia (1 week)
- Nephrology (4 weeks)
- Hypertension (1 week)
See the MED 1302 course description.
- Interviewing Skills
- Physical Examination (MSK, Cardiovascular, Respiratory, Abdominal)
- Community Preceptor Program
See the MED 2201 course description.
- Oral and ENT (1 week)
- Gastroenterology (4 weeks)
- Endocrine (4 weeks)
- Reproductive system (4 weeks)
- Nutrition (1 week)
See the MED 2202 course description.
- Psychiatry (4 weeks)
- Neurology (5 weeks)
See the MED 2203 course description.
- Geriatrics (2 weeks)
- Global Health (.5 week)
- ENT (.5 week)
- Pain Management (1 week)
- Palliative Care (1 week)
- Pediatrics (2.5 weeks)
- Integrative Medicine (.5 week)
See the MED 2302 course description.
- Physical Examination (Oral, GI, Thyroid, Psychiatry, Ophthalmology, Nervous System)
- Clinical Reasoning
- Motivational counselling
- Interviewing Skills / Sensitive Issues
- Community Preceptor Program
Academic Appointments
In compliance with accreditation guidelines, an academic appointment is required if you supervise any clinical learning experienceI:
The medical school ensures that supervision of medical students is provided throughout required clinical learning experiences by faculty members of the medical school (CACMS, Requirement 9.2-1, 2024-2025).
Here are the possible ranks available:
- Lecturer
- Assistant Professor
- Associate Professor
- Full Professor
However, an academic appointment is NOT REQUIRED if you are supervising any didactic lectures or tutorials:
In the medical school, residents, graduate students, postdoctoral fellows, and other non-faculty instructors who supervise, teach, or assess medical students are prepared for their roles in teaching and assessment (CACMS, Requirement 9.1-1, 2024-2025).
If you teach medical students, you will likely need an academic appointment.
Requirements for an initial appointment
To apply for a clinical academic appointment at any rank (Lecturer, Assistant, Associate, or Full Professor), the following documents must be submitted:
- Application for clinical academic appointment (signed by the department chair)
- Updated curriculum vitae (CV)
- Short-form CV
- Academic job description
- Letter of support from the department chair
- Memorandum of agreement
- Internal letters of reference (2 or 3)
In addition to the necessary documents, each rank has its specific requirements:
Lecturer:
- An MD with a license to practise, or a PhD
- Required clinical training
- Specific credentials required by the hospital site or community setting (e.g., CMPA membership as defined by the department)
Assistant professor:
- An MD with a license to practise, or a PhD
- Required clinical training
- Specific credentials required by the hospital or community setting (e.g., CMPA membership)
- At least one year of further training (post-residency) in areas such as clinical fellowship, research, education, or additional experience as a faculty lecturer
- Evidence of scholarship and clear intention for academic promotion
Note: If a faculty member is pursuing a graduate degree after their fellowship training, their appointment will be at the lecturer level until the program is completed.
The Faculty Academic Appointments Committee (FAAC) oversees and approves all new full-time and part-time clinical academic appointments. It also recommends the academic rank for appointments, unless determined by the Promotions Committee.
The FAAC conducts a documentary review of applications submitted by the department chair or relevant academic head, applying sector-specific standards to ensure a fair and consistent evaluation. The Committee stays in communication with the department chair throughout the process.
Once approved by the FAAC, the following steps are initiated:
- An e-form is submitted to main campus stakeholders
- A new profile is created in WorkDay
- A ticket is opened with Medtech to create a MedAd account (once completed, you will receive a confirmation email)
- A welcome letter is sent from the Faculty Affairs team to you
The renewal process for academic appointments is simple. A list of members whose appointments will expire within six months is sent to the department.
Required documents for renewal include:
- An Excel tracking sheet or a letter of support from the department chair
- Updated Appendix A
- Short-form CV or full CV
After receiving the renewal package, the following steps are taken:
- The member's profile is updated in WorkDay
- A ticket is opened with Medtech to reactivate or extend the member's account
Need more information?
Teaching Opportunities
