McMaster University - Internal Medicine - Hamilton

2022 R-1 Main Residency Match - first iteration
CMG Stream for CMG

Last approved on January 19, 2022

Summary of changes

Approximate Quota:


Accreditation status : Accredited

Provincial Criteria

Dr. Leslie Martin
Internal Medicine Residency Program 
Room 1K11 
1280 Main Street West
Hamilton , Ontario, L8S 4K1
(905) 521-2100, ext. 76396
(905) 521-2100, ext 76388
Internal Medicine Program
Postgraduate Education
McMaster Internal Medicine Intro Video
Pre-CaRMS info site

Program Contacts

Program Contact
Dr. Leslie Martin
Program Director
(905) 521-2100, ext. 76396

Ms. Jan Taylor
Program Administrator
905-521-2100 Ext 76396

Important Information

Please refer to the CaRMS website for provincial eligibility information CaRMS Ontario Provincial Criteria.  It is important to review the requirements carefully.

Information regarding Competency Based Medical Education (CBME) can be viewed at:

To learn more about the program, upcoming informational events and the McMaster PGME community please visit:

General Instructions

Program application language: English

Applicants should carefully follow all CaRMS application guidelines and deadlines.

Supporting Documentation

Canadian citizenship
CaRMS partners with third-party organizations to verify your citizenship or permanent resident status. If your status is verified by one of these organizations, you will not need to provide citizenship documents in your application. If your citizenship status is not verified, you must provide one of the documents listed below.
Document must be notarized/certified
Submit one of the following documents to verify your Canadian citizenship:
• Canadian Birth Certificate or Act of Birth
• Certificate of Canadian Citizenship
• Confirmation of Permanent Residence in Canada
• Passport page showing Canadian Citizenship
• Canadian Permanent Resident Card (both sides of card)
• Canadian Citizenship Card (both sides of card)

Proof of valid current citizenship or permanent resident status must be provided by submitting one of the following verifications to CaRMS by the File Review Opening deadline. Failure to provide valid proof will result in your application being removed. No other forms of verification are acceptable:

  1. Notarized/certified photocopy of Birth Certificate/Act of Birth issued by an authority in Canada accompanied by photo ID (must be valid Canadian government-issued photo ID).
  2. Documents must be notarized/certified photocopies. Notarized/certified copies must not be older than two years from the application submission deadline; otherwise, a new notarized/certified copy is required.
  3. Confirmation of permanent residence must be accompanied by a photo ID (must be a valid Canadian government-issued photo ID).
Reference documents
Number requested: 3

Three (3) reference letters are required and must be from a clinical supervisor who can adequately comment on your clinical performance and interpersonal skills. Our Program does not accept reference letters from residents. A file will be considered incomplete without the required 3 references. Additional references beyond 3 will be discarded.  References from our institution are not rated higher than references from your home institution.

Additional documents
Medical School Transcript 

Medical school transcripts that are uploaded directly from the applicant’s university to CaRMS do not need to be notarized/certified.  

Students applying in the last year of medical school will need to submit their most recent marks/transcripts, and will need to provide proof of their MD to CPSO prior to the start of residency training.

Medical Student Performance Record 

Order from your Dean's office

Personal Letter 
Word count
Minimum : None
Maximum : None

Up to a maximum of 700 words combined total in response to these two prompts:

1. There are many qualities that make an outstanding physician.  Indicate one quality you believe will provide a solid foundation for success for a resident trainee in Internal Medicine.  Provide a rationale for your choice. 

2. What interests you about the McMaster University Internal Medicine program?

Additional:   The Internal Medicine Program recognizes the profound social biases and systemic barriers which have contributed to the historic and current underrepresentation of Indigenous and Black individuals within the program. If you identify as Indigenous or Black, you have the option of including 300 additional words with this supplemental prompt: 

Describe what your personal identity means to you and how it has impacted your career goals

Custom Résumé / CV 

Conditionally required
Medical School Diploma 

Please note: Required if Medical school has been completed.

Optional - will be reviewed
[Note: Photograph is used as memory aid only]

Review Process

Applications submitted after file review has opened on January 31, 2022

Supporting documents (excluding letters of reference) that arrive after file review has opened  on  January 31, 2022

Letters of reference that arrive after the unmasking date on January 31, 2022

All applications are reviewed by a faculty committee and the Program Director. Applicants selected for interview will be notified by email on February 18.  Those not selected for interview will also be notified on February 18.  All applications are considered equally, based on the applicant's file.  Unfortunately, we are not able to respond to requests to re-open files after interview offers have gone out.



  • March 5, 2022
  • March 12, 2022
Interview dates: Saturday March 5 and Saturday March 12, 2022. All interviews will be virtual. An alternate day will be assigned for those who cannot attend on a Saturday due to religious reasons only. Those invited for interview will be notified by email on February 18 with instructions to use the on-line scheduling program to schedule interview date/time on a first come first served basis.

Program will notify all applicants through CaRMS Online and will send email invitations directly to applicants selected for an interview.
Interview day will include a virtual large group information session about the program, as well as small-group Q&A sessions with the Program Director and current residents.

Selection Criteria

The application and selection process for the McMaster Internal Medicine Residency Program is designed to be fair and transparent.  A large pool of applicants is screened by file reviewers with the goal of selecting a cohort to be invited for an interview.  Issues of conflict of interest are identified and managed. Following the interview sessions, a faculty committee reviews each candidate on interview performance and other professional attributes before compiling a rank order list. The Program Director and CaRMS Interview Chair review the rank order list prior to submission to CaRMS to ensure accuracy.   

The McMaster Internal Medicine program prioritizes inclusive excellence. In collaboration with the McMaster Equity and Inclusion office, as well as the Internal Medicine Subcommittee on Equity, Diversity and Inclusion, we have created an intentional process to strategically enhance the recruitment and retention of equity-seeking and under-represented residents, and to monitor and receive feedback on this process.

Program goals

The McMaster Internal Medicine Residency Program is a structured, safe environment that fosters open communication and collaboration between residents and other residency program stakeholders to build and maintain a residency program that not only meets, but aspires to exceed the General and Specialty Specific Standards of Accreditation for Internal Medicine as per the Royal College of Physicians and Surgeons of Canada.

Selection process goals

Our program invites motivated, self-directed residents who are enthusiastic for a career in Internal Medicine to apply to the McMaster program. 

The program seeks applicants who are dedicated to delivering high quality care and who have demonstrated high aptitude in clinical medicine and the application of best practices.  In addition, we are interested in candidates who are keen to learn the skills of evidence-based medicine so they ultimately practice medicine in accord with its tenets.  Additional roles in curriculum development, other leadership roles in undergraduate MD programs and research productivity are reviewed. 

An ideal candidate is one who is interested in developing competency as a Medical Expert in Internal Medicine while building skills in leadership, team collaboration and lifelong learning.  A candidate with high professional standards who is respectful of others, including his or her peers, will thrive in this supportive learning environment.  

File review process

Review team composition : Active faculty educators are assigned files for review. The Program Director conducts a secondary review of all files.

Average number of applications received by our program in the last five years : 401 - 600

Average percentage of applicants offered interviews : 26 - 50 %

Evaluation criteria :
File component Criteria
CV Education, Electives, Research, Leadership, Awards, Teaching, Advocacy - aim for less than 4-5 pages
Electives Candidates must demonstrate that they have clinical experience to ensure they are making an informed decision about entering Internal Medicine.
Examinations We do not evaluate this file component.
Extra-curricular Demonstration of leadership, advocacy, administration, teaching, life skills are most relevant
Leadership skills Undergraduate program activities, committee work, employment, team leadership in sports, etc
MSPRs As per standard from medical school of training
Personal letters Succinct, relevant to Internal Medicine, authentic, conveys one or two messages for reader
Reference documents 3 references. Choose faculty supervisors who know student well in clinical setting. References from our institution are not rated higher than references from your home institution.
Research/Publications Research activities, publications, poster/oral presentations, book chapters
Transcripts As per standard from medical school of training

Elective criteria

We recognize that the COVID-19 pandemic has continued to have a significant impact on candidates' opportunities to arrange and complete electives and would like to reassure you that a lack of elective activity this year will not negatively impact your application to our program. Electives or home-based rotations in Medicine or its subspecialties are recommended to allow candidates a perspective on careers in the field.
We do not require applicants to have done onsite electives.



Interview process

Interview format :

We routinely accommodate requests to re-schedule interviews for applicants.

Interview evaluation criteria :
Interview components Criteria
Collaboration skills Conveys a team centered approach based on attitude and applicant's description of past experiences
Collegiality Polite, respectful of others in interactions at interview and leading up to interview
Communication skills Clear style of communication, both verbal and non-verbal. Connects well with interview team
Health advocacy Demonstrates attitude of health promotion for patients and/or community
Interest in the discipline Able to briefly describe and support their interest, if questioned
Interest in the program Should be able to demonstrate effort was invested to seek program highlights pre-interview
Leadership skills Demonstration of leadership qualities through discussing past experiences and goals for future
Professionalism Appropriate dress and decorum, considerate of other applicants, respectful of diversity
Scholarly activities Demonstrates interest in building scholarship in education and/or research during training
Other interview component(s) All interviews will be conducted virtually. Candidates are encouraged to be their true self while having a conversation with the interviewers guided by a few standardized questions. Time permitting, the candidate will have an opportunity to ask a question towards the end of the interview. Medical knowledge is not tested during the interview process.

Information gathered outside of CaRMS application

Specifically, we may consider:

Ranking process

The behavior(s) exhibited below during the interview process may prevent an applicant from being ranked by our program :

Program Highlights

  • Overview: A fast paced and skill intensive program rich in early and ongoing enhancements to prepare residents for leadership positions within the domains of the clinician, researcher and/or educator.
  • Resident-centered Program: We are committed to involving residents in all major decisions affecting the shape and character of the program. We rely on feedback and suggestions by the residents to continue to maintain the educational integrity of the program. Residents are involved and often lead with faculty/program supervision for the development of major academic components of the curriculum.
  • International Health Elective:  The Internal Medicine Program offers three PGY2 residents annually the opportunity to participate in a fully funded competitive one month elective in Uganda. There is a reciprocal Program for residents from Uganda to participate in clinical rotations in Hamilton. Restrictions due to COVID-19 pandemic may restrict availability.
  • Mentorship and Academic Coaching: The program has a formal mentorship opportunity for all residents. Residents have the option to invite a faculty mentor of their choice to serve as their mentor. In accordance with the standards for Competency-Based Medical Education, each resident will be assigned to an Academic Coach, who will oversee the resident's clinical and academic progress.  Additionally, the resident wellness committee facilitates a peer mentorship program for interested residents.
  • Royal College Examination Preparation: The McMaster Internal Medicine Program took early steps to prepare residents for the advancement of the Royal College Examination from the PGY4 to the PGY3 year.  A PGY3 Exam Impact Committee was formed in 2018 resulting in over 10 program-related recommendations that have been implemented to ease transition.  A few of the changes include: reduction in call duties for PGY3's without imposing a call penalty on PGY2 residents; study group time built into the weekly PGY3 Academic Half Day (AHD) session with avoidance of call the night before AHD; a 14-week exam prep lecture series delivered by recently credentialed FRCPC subspecialty residents; program-paid subscription to NEJM Knowledge Plus, an extensive online question bank with adaptive learning for each resident; front-loading of the heaviest clinical blocks in the first two years of training; research curriculum and project timelines shifted forward to reduce demands during the home stretch.  Written practice exams occur annually.  The program organizes annual practice OSCEs for all core trainees.  
  • Competency-Based Medical Education (CBME):  As of July 2021, all 3 cohorts of core trainees will be in the CBME stream.  Resident champions representing each PG year sit on the CBME Resident Development Committee to partner with faculty educators in developing best standards of assessment and learning.
  • External Electives:  There are three external electives during the core years which can be taken anywhere in Canada.  Elective rotations are approved by the Program Director. All three external electives occur before the start of Block 4 in the PGY3 year and in advance of the PGY4 CaRMS match.  If COVID-19 imposes travel restrictions, accommodations are made for home electives to occur at McMaster, where medicine subspeciality training programs are available within each discipline.
  • Faculty Resource:  There are over 300 active part-time and full-time faculty.
  • Community GIM Rotation:  The mandatory Community GIM block is usually scheduled in the PGY2 or PGY3 year.  There are many available sites that are fully funded by the province, and will cover expenses for transportation and lodging. 
  • Research:  World class researchers in the Department of Medicine at McMaster are available as teachers for an Evidence Based Medicine (EBM) and Research Curriculum, and as mentors for research projects. There is a growing community of researchers in the field of QI and Patient Safety.  Please find a full description of our EBM and Research Curriculum in the Program Curriculum section below.

  • Simulation: The program includes a longitudinal simulation curriculum to help trainees practice acute resuscitation and procedural skills in a safe, supervised setting. The simulation sessions make use of high-fidelity mannequins and task trainers to create an authentic learning environment and allow faculty to provide accurate real-time instruction and feedback.

  • Point of Care Ultrasound Curriculum:  Includes PGY1 ultrasound-guided procedures workshop, as well as PGY2 Lung and Cardiac PoCUS workshops. During two academic half day sessions, you will be introduced to the theory of PoCUS, and will learn how to properly acquire cardiac and lung ultrasound images in a small group setting. Once you have mastered image acquisition on healthy standardized patients, you will perform  supervised scans on real patients with real pathology to hone your image interpretation skills. PoCUS rounds occur twice yearly.

  • Social Medicine: This two- or four-week rotation was developed by the resident-led Internal Medicine Social Medicine Committee. The rotation seeks to enhance residents’ knowledge of social factors affecting the health of our Hamilton community and skills in caring for marginalized populations.  The rotation includes inpatient and outpatient addictions medicine, home visits with an internist caring for vulnerable populations, shelter health clinic, hemoglobinopathy clinic (with a focus on anti-racism), transitional beds program (for high-risk patients after hospitalization), tuberculosis clinic, refugee health clinic, pre-exposure prophylaxis clinic and harm reduction outreach services.  Residents are paired with a faculty supervisor who provides an individualized orientation and regular debrief. 

  • COVID-19 Responsiveness:  An Internal Medicine Task Force Committee with resident representation was formed to mitigate the effects of the pandemic on curriculum and training experiences.  In order to protect the educational mandate, the program developed virtual clinics for ambulatory training, shifted curriculum to a virtual platform, developed an academic development rotation for at-home options for learning and credit during quarantine and instituted mechanisms to limit internal redeployment. The faculty in the Department of Medicine have a comprehensive fan-out schedule that has been successful in providing COVID ward coverage. The program has been nimble throughout the pandemic, and will continue to adapt based on provincial, hospital and university regulations. 
  •  Resident Wellness: There is an active Resident Wellness Committee which has the full support of our program. In light of the growing national concerns regarding resident and physician health, wellness is recognized as a top priority. 

  • Equity, Diversity and Inclusion:  The program has a Resident Education Subcommittee for Equity, Diversity and Inclusion co-chaired by a resident and a faculty supervisor. The purpose of this committee is to improve and incorporate EDI curriculum and principles into our Internal Medicine training. The committee’s initiatives and events include:

      1. Developing EDI learning activities for trainees within the Internal Medicine department and determining ways in which colleagues can improve EDI skills
      2. Reviewing ways in which the Internal Medicine program contributes to the McMaster and local EDI communities
      3. Reviewing or recommending ways in which diversity can be enhanced within the Internal Medicine program, including, and not limited to the CaRMS admission process



Program Curriculum

This residency program is for 4 years.

Program length of training does not exceed the Royal College or College of Family Physicians of Canada standard.

The core residency program is three years in length and is geared to prepare residents for advancement to subspecialty training. McMaster residents who do not match to a subspecialty program can complete their 4th year of training as an extension through the core program at McMaster.  

The unique features of the McMaster University clinical curriculum include the following:

Early Responsibility: One of the strengths of the McMaster program is the early development of clinical and technical skills. Residents spend two months in an Intensive Care rotation in PGY1 where they are responsible directly to the ICU attending physician. This critical care experience in the first year facilitates a smooth transition into a senior role.  Beginning in second year, residents cover Senior Medical Resident (SMR) call, responsible for the Emergency Department and emergency situations arising in the hospital. 

Ambulatory Care: The Program has a strong commitment to provide extensive experience in the ambulatory care setting. The PGY1 year includes two mandatory blocks in ambulatory care, including one GIM block in the Boris Ambulatory CTU. The ambulatory care clinic rotation allows the resident to select half-day clinics in subspecialties of their choice. There is a large variety of subspecialty clinic opportunities within and outside Hamilton.

Residents in either PGY2 or PGY3 have the opportunity for two additional blocks in ambulatory care, focusing in either the subspecialties of their choice or areas selected to round out their clinical experience. In addition to these dedicated ambulatory care rotations, each subspecialty rotation provides clinic-based experiences. Many rotations such as endocrinology, rheumatology and allergy/immunology are primarily outpatient rotations.

Flexibility:  Mandatory clinical rotations include GIM, ICU, Cardiology, Community and Nephrology. Every attempt is made to allow residents to choose subspecialties in their preferred year of training. The Program Director will review all schedules individually to ensure residents have the training experiences to achieve the necessary competencies per the Royal College of Physicians and Surgeons of Canada. One selective block is dedicated to an "Academic Reflection" option that can be scheduled in the 3rd year.  This selective provides an opportunity for residents to customize a learning experience that will advance their career goals or fill in any remaining training gaps, as agreed upon between the resident and Program Director.

Clinical Curriculum
Our goal is to train residents who can deal effectively with the full range of medical patients, from chronic multi-system disease to the critically ill. Aside from a robust clinical experience, the program offers a well-developed academic curriculum built on CanMEDS core competencies which allows residents to obtain the skills necessary for independent practice and a successful career.

Competency Based Medical Education (CBME)/Competence by Design (CBD)

CBD is the Royal College's unique version of CBME.  The program provides orientation and ongoing support to residents as they progress through the stages of training.  Infrastructure has been put in place to accommodate the process including:

  • Ongoing faculty and resident education/development in CBD - workshops, videos, role playing
  • On the ground Deputy Program Directors, Site Coordinator, CTU Directors, CBD Field Officer, Resident CBD Champions
  • Academic Coach assigned to each resident
  • Competence Committee for resident assessment and promotion
  • Faculty Chair of Assessment and Assessment Coordinators to support residents who will benefit from enhanced education planning
  • New practice standards to improve efficiencies on the CTU, such as geographic cohorting of team patients at some sites
  • Orientation manuals and resident road maps to guide residents in meeting stage specific EPA's and other training parameters
  • Electronic platform (MedSIS) with mobile access for documentation of workplace based assessments, also useful for tracking EPA progress, personal resident e portfolio, access to In Training Evaluation Reports (ITERS)
  • Restructuring of the workforce to supplement CTU day and after hour resident duties allowing for increased time for bedside coaching and direct observation/evaluation
  • Dedicated Chair of Medicine and GIM Division Director who are highly engaged and supportive of CBD




  • General Medicine Clinical Teaching Units (CTU): 4 blocks, at least 2 sites including 4 weeks of hybrid ER Consult/Ward rotation 
  • Intensive Care: 2 blocks
  • Ambulatory Care Clinics: 2 blocks


  • 4-5 blocks in medicine subspecialties: cardiology, endocrinology, gastroenterology, geriatric medicine, clinical allergy/immunology, hematology, infectious diseases, medical biochemistry, medical oncology, neurology, respirology, rheumatology
  • 0-1 block (one-block rotations) in non-medicine rotations: psychiatry, general surgery, radiology and emergency medicine. A


  • Senior Medical Resident on General Medicine CTUs: 3.5 blocks (2 hospital sites)
  • Intensive Care: 1 block
  • Nephrology: 2 blocks (select residents will complete at the end of PGY1)
  • Cardiology: 2 blocks (1 block general ward Cardiology if not taken in first year, 1 block CCU to be completed during PGY2 or PGY3)
  • Community Elective in GIM: 1 block (in either PGY2 or PGY3 year)


  • Ambulatory care clinics alone or combined with research for a total of 2 blocks in PGY2 or PGY3
  • Medicine subspecialties: endocrinology, gastroenterology, general internal medicine, geriatric medicine, clinical immunology/allergy, hematology/thrombosis, infectious diseases, medical biochemistry, medical oncology, neurology, palliative care, clinical pharmacology, respirology, rheumatology
  • Maximum three blocks pre-CARMS electives  outside of Hamilton (either in PGY2 or PGY3)

Note: Community GIM, outside electives or clinic/research rotations may be completed any time during the second and third core years



  • Chief Medical Resident on General Medicine CTU: 2 blocks 
  • Choice between Junior Attending or Academic Reflection (flex rotation to work towards mastery or to fill in educational gaps): 1 block
  • ICU (includes time with the Critical Care Response Team): 1 block
  • CCU/Ward Cardiology: 2 blocks (unless completed in first two years of program)
  • Community GIM: 1 block (unless completed in second year)
  • Team D (hybrid ER Consult/Ward rotation): 1 block - senior consultancy roles in balancing daytime ED referrals with the care of admitted ward patients.


  • Medicine subspecialties (select from rotations as listed above)
  • Ambulatory care clinics alone or combined with research for a total of 2 blocks in PGY2 or PGY3
  • Electives: maximum 3 blocks pre-CARMS in either PGY2 or PGY3 years

During the PGY3 year, each resident is appointed as Chief Medical Resident (CMR) for 2 blocks on one of the Medicine CTUs. The primary responsibility of the Chief resident is to organize and provide education in the form of coaching, teaching and assessment of junior trainees on the CTU. There is an option to assume a clinical CTU leadership role as Junior Attending for 1 block.


Academic Curriculum:

The formal Academic Curriculum is designed to provide sessions in the Medical Expert role of GIM and its subspecialties as well as the intrinsic CanMEDS roles. In general one to two hours daily are devoted to educational activities on each of the CTUs. Requirements of every subspecialty rotation include weekly seminars with the core Internal Medicine residents. Each hospital has weekly Medical Grand rounds and specific subspecialty rounds.

The formal Academic Curriculum includes the following:

  • Weekly Academic Half-Day which is mandated for residents during all clinical rotations
    • Lectures from content experts in topics derived from the Royal College Competencies during the first 14 months of training
    • Small-group Case-Based Learning commences in the fall of PGY2, continuing through PGY3
  • PGY1 autumn CanMEDS retreat
    • Series of workshops on professional competencies
  • PGY1 Evidence-Based Medicine Curriculum weekly from September-December
  • PGY1 Research Curriculum weekly from January - June
  • PGY1 Clinical Skills Curriculum January - June
  • Annual fall Evidence Based Medicine Retreat, all levels
  • Annual spring professional competency retreat: End-of life; medical ethics; medical error/patient safety, global health, etc.
  • Senior Medical Resident Retreat
    • Workshops in key areas needed to be successful as a senior resident - teaching; feedback; time management; conflict management
  • Longitudinal Simulation curriculum, including procedure and team-based simulation and point-of-care ultrasound
  • Chief Medical Resident Retreat
    • Workshops in Chief Medical Resident role
  • Resuscitation/Simulation curriculum
    • 1-2 day workshop on procedural skills in summer of PGY1 year
    • 2-day workshops on resuscitation in June of PGY1 year
    • Point of Care Ultrasound Curriculum (PoCUS)
    • Interdisciplinary code and pre-code simulation on CTU
    • Resident as Teacher Curriculum
  • CTU-based weekly Senior Clinical Skills
  • Program-wide Journal Clubs
  • Annual Resident Research Day

Evidence-Based Medicine: McMaster University has acquired an international reputation for its work in Evidence-Based Medicine, and residents can expect to work with some of the leading practitioners in this field. Residents learn the theoretical principles underlying EBM and how to incorporate into their practice. Residents will find a number of resources available to help them learn Evidence-Based Medicine. The formal curriculum (EBM retreat, PGY1 EBM Curriculum) is taught by recognized leaders in EBM.

Research Opportunities: Our dedicated Resident Research Director meets with all residents individually to discuss research goals and facilitate research projects. Residents can work with any one of a wide variety of internationally recognized researchers who welcome resident participation. A Resident Research Directory is available to residents, outlining available supervisors and projects. The department holds an annual Resident Research Day in the spring with representation from all levels of core and subspecialties.  Research funding is available through several sources: preceptor support, RMA grants, and four McMaster Internal Medicine Program grants,  including a grant in education research. Residents are granted 1-2 blocks of research time for projects.

Resident Involvement and Leadership in Educational Activities:
Residents play a pivotal role in the education of the junior housestaff. The Program has a commitment to provide the skills needed to be an effective teacher. Workshops are integrated throughout the program to develop the skills appropriate at each level. 

Residents at all levels have had extensive teaching in CBME/CBD and thus play a pivotal role in the bedside assessment and evaluation of junior learners.  

Due to the unique undergraduate medical program with its emphasis on small group learning, there are many opportunities for resident involvement in formal undergraduate education. Many of our residents participate in undergraduate clinical skills and have been recognized with teaching awards. There is an opportunity to teach and/or facilitate workshops at the McMaster annual Book to Bedside Conference. The major focus of the mandatory Chief Medical Resident role held by each resident in the third year is the development of teaching and administrative skills.

Residents co-chair the Academic Half Day committee and are responsible for curriculum planning.  Most of our planning committees have strong representation by residents, often in the role of co-chair with the support of a faculty member.  Our program is committed to ensuring strong resident representation on our planning committees, often in the role of co-chair with the support of a faculty member.  Representation on the Education Committee allows residents to provide leadership in all aspects of programming.  Mentorship and strong support are offered to residents wanting to pilot new curricular elements. For example, the development of the social medicine rotation and PoCUS curriculum were resident-led initiatives. Research in Medical Education is strongly supported in the department.


On-Call Duties:
All residents in the Internal Medicine Residency Program are required to take call duty in accordance with PARO/OCATH regulations. 

First year residents:

  • Junior call duty while on a CTU rotation is 1 in 4. 
  • Fly in CTU call (3-4 per block) when on most medicine subspecialty rotations.
  • Rotation-specific call occurs in the ICU.
  • For rotations in disciplines outside of the medicine subspecialties (e.g. surgery, emergency medicine), residents take call in that discipline if it exists; if not, they participate in fly-in CTU call.

Second and Third Year residents:

  • Night Float Model:  Senior CTU call is predominantly completed througyh the night float model in the PGY2 and PGY3 years.  These are completed in two-week blocks, where the residents works from 5 pm to 10 am every second night for a total of 7 nights.  Residents complete three 2-weeeks blocks in PGY2 and two 2-week blocks in PGY3.
  • Residents will also participate in 24-hour senior CTU call during their Chief Medical Resident Block.
  • Senior-level subspecialty-specific call will be covered during nephrology, ICU, respirology,, CCU and gastroenterology rotations.





McMaster University offers Royal-College accredited subspecialty training programs in: 

  • Cardiology (3-year program)
  • Clinical Immunology and Allergy
  • Critical Care
  • Endocrinology
  • Gastroenterology
  • General Internal Medicine
  • Geriatric Medicine
  • Hematology
  • Infectious Diseases
  • Medical Biochemistry
  • Medical Oncology
  • Nephrology
  • Respirology
  • Rheumatology

We invite you to visit the Program website for further information on PGY4 CaRMS at and the CaRMS site

Training Sites

Clinical Training:

The hospitals in Hamilton serve a large population of up to 1.5 million people. This is supplemented by an expanding tertiary referral area including the Niagara Belt, Brantford, Burlington, Oakville, and all neighboring communities.  Due to this large referral base, residents are exposed to varying levels of acuity, and a broad range of clinical presentations.


The Residency Training Program in Internal Medicine at McMaster University is a totally integrated program involving five hospitals within the city. The hospitals in Hamilton are coordinated in a series of regional programs which concentrate specialized facilities at certain hospitals and provide mutual support for other specialized facilities needed at all hospitals. As a result, residents receive a variety of clinical experience drawing from a wide range of patients and teachers. There are three hospitals which serve as sites for the Clinical Teaching Units; residents will complete their CTU rotations in at least two sites in their three years.

Hospital Training Sites

The Residency Training Program in Internal Medicine at McMaster University is an integrated program involving five hospitals within Hamilton. The hospitals in Hamilton are coordinated in a series of regional programs which concentrate specialized facilities at certain hospitals and provide support across all hospitals. As a result, residents receive a variety of clinical experience drawing from a wide range of patients and teachers.

There are three hospitals which serve as sites for the Clinical Teaching Units (CTU), which include St. Joseph’s Healthcare Hamilton, Hamilton General Hospital and Juravinski Hospital.  Residents will complete their CTU rotations in at least two sites over their three years.  The three CTU sites provide a vibrant CTU experience supported by dedicated faculty and full academic facilities.

In addition, our Hamilton-based residents can access Intensive Care Rotations and selectives through our Waterloo Regional Campus. For further information about the Waterloo Regional Campus, please see their CaRMS program description.

Hospital Addresses


1. McMaster University Medical Centre - 1200 Main Street West, Hamilton

2. St. Joseph's Healthcare - 50 Charlton Street East, Hamilton

3. Hamilton General Hospital - 237 Barton Street East, Hamilton

4. Juravinski Hospital - 700 Concession Street, Hamilton

5. St. Peters Hospital - 88 Maplewood Avenue, Hamilton


Additional Resources

We invite you to visit the following websites for further information regarding the McMaster Internal Medicine program

McMaster Internal Medicine Residency website:

McMaster Internal Medicine Residency Program Video:

McMaster Postgraduate R1 CaRMS website for general information about the McMaster postgraduate experience, the city of Hamilton and Internal Medicine specific highlights:


Additional Information

You may visit our Program website at

You may visit the Postgraduate Education website at for additional information

Feel free to select from the following residents, who are happy to answer questions by email for prospective CaRMS applicants.

Meera Shah, PGY1

Daniel Lazzam, PGY1

Sama Anvari, PGY2

Klement Yeung, PGY2

Tamoor Afzaal, PGY3

Yasmin Jajarmi, PGY3

Wendy Ye, PGY3

Alexandra Kobza, PGY3




Summary of changes

SUMMARY ID Section Summary of changes Updated on NOTIFY APPLICANTS SECTION NAME Actions