Lead, Case Based Learning

York University; Ontario; On-site; CAD 80,000 - 100,000; Full time

Job summary

A leading educational institution is seeking a Lead, Case-Based Learning to oversee the development and quality improvement of the medical program's case-based curriculum. The ideal candidate will have an MD or relevant PhD, experience in case-based learning, and strong collaborative skills. This role involves coordinating with faculty and ensuring compliance with accreditation standards to create an inclusive educational environment.

Qualifications

• Experience in case-based learning (CBL) curriculum development within medical or health related education.
• Demonstrated ability to establish and implement case development and writing processes.
• Strong organizational and collaboration skills.

Responsibilities

• Oversee creation and continuous improvement of the case-based learning curriculum.
• Develop peer review and quality assurance processes for case content.
• Collaborate with leaders in the program to ensure an inclusive learning environment.

Skills

Collaboration

Organizational skills

Communication

Education

MD or Master’s / PhD in a health profession

Job description

Job Purpose

The Lead, Case-Based Learning (CBL) is responsible for the oversight of the creation, planning, development, implementation and continuous quality improvement of the case-based learning curriculum for Medical Degree (MD) program at the York University School of Medicine (YUSOM). This includes the case writing process, faculty collaboration and assessment development.

To support course delivery and alignment with the broader MD curriculum and competency-based medical education (CBME) and accreditation standards, the CBL Lead will work collaboratively with course leads, Indigenous Health Lead, Black Health Lead, Disability Health Lead, Interprofessional Lead, assessment and program evaluation leads, case-based learning (CBL) leads, accreditation specialists, faculty development lead and student accommodation services.

The curriculum will be designed to align with the vision of York University and the YUSOM; national and provincial accreditation standards, and the university’s commitment to equity, diversity, and inclusion (EDI).

Overview of MD Program at the York School of Medicine (YUSOM)

The proposed Doctor of Medicine (MD) curriculum at YUSOM is a three-year, competency-based program designed to prepare clinically competent, socially responsible, and adaptable physicians.

Grounded in experiential, integrated and community-based learning, the curriculum aims to align with national and international best practices, emphasizing the evolving role of physicians in a rapidly changing healthcare landscape. Learning will be largely case-based and active, with minimal reliance on traditional lectures.

The curriculum is structured into three courses (Generalist Health Care (GHC), Emerging Concepts and Innovations in Health Care (ECIH) and Becoming a Professional (BAP)) across all three years of the program. Year 1 establishes a strong foundation in biomedical, clinical, social, and 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 students in primary and specialty care while fostering continuity in patient interactions. Year 3 focuses on career development through electives, advanced clinical reasoning, and a capstone experience designed to support the transition to residency.

Throughout all years, students will engage with core themes such as foundational sciences, health services & systems, equity, diversity and inclusion, and Indigenous ways of knowing and doing.

Assessment is competency-based. The curriculum includes structured wellness breaks and dedicated self-directed learning time to promote student well-being. With a strong emphasis on primary and generalist care, community health, interprofessional care, and innovations in healthcare delivery, YUSOM's MD program is designed to graduate physicians equipped to meet the evolving needs of diverse populations in Canada and beyond.

Job Responsibilities

Develop an evidence-informed structured plan and template for case writing, ensuring consistency and quality across cases.

Coordinate the case writing process, working with faculty, case writers, and content experts to develop cases that integrate foundational and clinical sciences.

Develop and oversee a peer review process to ensure rigor in case content.

Work with course leads (GHC 1, GHC 2, GHC 3, ECIH, BAP) and other theme leads to align cases with the overall MD Program structure and learning outcomes, and to ensure vertical, horizontal and spiralled curriculum integration and progression across the program.

Collaborate with Program leads for Indigenous Health, Black Health, and Disability Health to embed equity, diversity, and inclusion (EDI) principles and integrate culturally relevant content throughout the curriculum and learner education processes.

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

Oversee the ongoing revision and enhancement of cases based on learner and faculty feedback, ensuring continuous improvement informed by evolving program outcome data.

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

Ensure the learner educational experience is compliant with Program accreditation standards, program outcomes, and best practices in medical education.

Consult and collaborate with leaders in the YUSOM to ensure delivery of a safe, inclusive, supportive and equitable learning environment for all learners, faculty, contributors and staff in all course learning modules or sessions.

Engage with other Canadian or international medical schools and other professional programs that use CBL as a primary instructional method to align with best practices.

Develop a process for ensuring CBL cases meet accreditation standards and contribute to accreditation compliance.

Advise on faculty development model, providing recommendations on resources, training and instructional strategies to enhance curriculum delivery.

Support faculty and case writers in case development training, including best practices for writing effective and engaging CBL cases.

Qualifications

Minimum Education, Training & Credentials

MD or a Master’s / PhD in a health profession or related field.

Minimum Experience

Experience in case-based learning (CBL) curriculum development within medical or health related education.

Demonstrated ability to establish and implement case development and writing processes within a medical education curriculum.

Familiarity with CBME, CACMS accreditation standards and educational scholarship preferred.

Strong collaboration and organizational skills, with experience coordinating faculty and content experts in case development.

Knowledge

Understanding of case-based learning (CBL) and how to develop effective cases for medical education.

Knowledge of curriculum design and how CBL fits into different types of learning, such as small group sessions, clinical training and community-based learning.

Familiarity with medical and / or health professions education including how learners are educated in a medical program.

Awareness of accreditation requirements (CACMS) and how CBL supports these standards.

Understanding of how to train and support faculty in writing and using CBL cases.

Knowledge of how to evaluate and improve CBL cases based on student and faculty feedback.

Skills

Strong leadership and collaboration skills to engage faculty, learners and other relevant stakeholders.

Excellent verbal and written communication and problem-solving abilities.

Ability to manage multiple priorities in a dynamic academic environment.

Strong organizational skills to oversee curriculum development, assessment frameworks and faculty development initiatives.