Posting Summary
Job Purpose
The Lead, Coaching is responsible for the oversight of the creation, planning, development, implementation, and continuous quality improvement of the learner-centred Faculty Academic Coaching Program in the Medical Degree (MD) program at the York University School of Medicine. This role establishes coaching as a distinct educational process for learner support that promotes learner academic and professional success through actions such as reflection, adaptive learning, goal setting, and professional identity formation, while complementing-yet remaining clearly differentiated from-learner academic advising and career mentoring.
To support integration of academic coaching into the broader MD Program curriculum, the Lead, Coaching will work under the oversight of the Associate Dean (AD) Undergraduate Medical Education (UGME) and closely with MD Program course and theme leadership; the Learner Affairs Office; accreditation specialists; assessment leaders; the faculty development unit; Quality Improvement (QI) and learner accommodation services.
The coaching process will be designed to align with the vision of York University and the School of Medicine; national and provincial accreditation standards, and the university's commitment to equity, diversity, and inclusion (EDI).
Overview of MD Program at the York School of Medicine
The Doctor of Medicine (MD) curriculum at the School is a three-year, competency-based program designed to prepare clinically competent, socially responsible, and adaptable physicians.
Grounded in experiential, integrated and community-based learning, the curriculum aims to align with national and international best practices, emphasizing the evolving role of physicians in a rapidly changing healthcare landscape. Learning will be largely case-based and active, with minimal reliance on traditional lectures.
The curriculum is structured into three courses (Generalist Health Care (GHC), Emerging Concepts and Innovations in Health Care (ECIH) and Becoming a Professional (BAP)) across all three years of the program. Year 1 establishes a strong foundation in biomedical, clinical, social, and behavioural sciences while integrating early patient care exposure and community-based experiential learning. Year 2 replaces traditional clerkship with a Longitudinal Integrated Clinical Learning Experience (LICLE), offering both urban and rural streams that immerse learners in primary and specialty care while fostering continuity in patient interactions. Year 3 focuses on career development through electives, advanced clinical reasoning, and a capstone experience designed to support the transition to residency.
Throughout all years, learners will engage with core themes such as foundational sciences, health services & systems, equity, diversity and inclusion, and Indigenous ways of knowing, being and doing.
Assessment is competency-based. The curriculum includes structured wellness breaks and dedicated self-directed learning time to promote learner well-being. With a strong emphasis on primary and generalist care, community health, interprofessional care, and innovations in healthcare delivery, York University School of Medicine MD program is designed to graduate physicians equipped to meet the evolving needs of diverse populations in Canada and beyond.
Job Responsibilities
• Design, implement, and continuously improve an effective, sustainable coaching program for the MD Program.
• Recruit and mentor Faculty Academic Coaches (FACs) while ensuring all coaching practices are outcome-driven and rooted in Equity, Diversity, and Inclusion (EDI) principles.
• Ensure that academic coaching in the MD Program enhances learner well-being, engagement with feedback, performance improvement, and the development of lifelong learning habits.
• Establish a clear coaching philosophy rooted in learner-centredness, reflective practice, and developmental growth.
• Build capacity for advising and training effective, ethical, inclusive, and nonjudgmental FACs.
• Integrate coaching activities with curricular goals, assessment systems, and longitudinal competency development.
• Collaborate with MD Program committees and course leadership to embed coaching into transitions, feedback processes, and professional identify formation activities.
• Develop structures, tools, and processes to support effective coaching sessions (e.g., templates, reflection guides, goal-setting tools).
• Implement evaluation and quality improvement processes to monitor learner progress and coaching program impact and recommend improvements to ensure consistent, high-quality coaching across all FACs.
• Support faculty development initiatives in coaching training.
• Represent the School in any national medical education bodies aligned with this growing and evolving process.
• Prepare an annual report for the MD Program Curriculum Committee (MDCC) on outcomes and advised changes to enhance the coaching program.
• Advise on and deliver outcomes for peer-reviewed scholarly publications and presentations that add to the growing body of literature on this process.
Qualifications
Minimum Education, Training & Credentials
• Doctor of Medicine (MD) required.
• Completion of formal coach training or certification.
Please note: This position requires verification of required degrees, training and credentials.
Minimum Experience
• Experience in medical education with a strong understanding of learner development.
• Demonstrated experience in coaching, mentoring, or educational leadership.
• Experience and understanding of coaching in medical and other post-secondary learning to advise further refinement on our model.
Knowledge
• Knowledge of academic post-secondary education coaching frameworks, reflective practice, adult learning principles, and adaptive active learning models.
• Commitment to equity, diversity, inclusion; ethical practice; and learner well-being.
• Knowledge of competency-based medical education and programmatic assessment.
• Understanding of Indigenous health education and culturally responsive teaching
practices.
• Understanding of accommodation and remediation processes and practices in medical education.
• Understanding of the Committee on Accreditation for Canadian Medical Schools (CACMS) accreditation standards and evaluation and Quality Improvement processes for coaching.
Skills
• Effective leadership and collaboration skills to engage FACs and MD Program leadership, employees, and learners.
• Effective communication and problem-solving abilities.
• Ability to build trusting, psychologically safe coaching relationships.
• Active listening and effective emotional intelligence.
• Ability to manage multiple priorities in a dynamic environment.
• Effective organizational skills to guide coaching program development and support evaluation and faculty development initiatives.
Hourly Range: $100.00 - $120.00
