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: https://cbmepg.mcmaster.ca/
To learn more about the program, upcoming informational events and the McMaster PGME community please visit: https://pgme.mcmaster.ca/carms_r1_match_program_information/
Program application language: English
Applicants should carefully follow all CaRMS application guidelines and deadlines.
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:
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.
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 officePersonal Letter
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 goalsCustom Résumé / CV
Please note: Required if Medical school has been completed.
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.
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.
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.
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.
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 %
|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|
Interview format :
We routinely accommodate requests to re-schedule interviews for applicants.
|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.|
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.
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:
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.
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:
Note: Community GIM, outside electives or clinic/research rotations may be completed any time during the second and third core 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.
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:
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.
All residents in the Internal Medicine Residency Program are required to take call duty in accordance with PARO/OCATH regulations.
First year residents:
Second and Third Year residents:
GENERAL INTERNAL MEDICINE FELLOWSHIP AND ROYAL COLLEGE SUBSPECIALTY PROGRAMS (4th and 5th years)
McMaster University offers Royal-College accredited subspecialty training programs in:
We invite you to visit the Program website for further information on PGY4 CaRMS at https://healthsci.mcmaster.ca/medicine/education/programs and the CaRMS site www.carms.ca
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.
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
We invite you to visit the following websites for further information regarding the McMaster Internal Medicine program
McMaster Internal Medicine Residency website: https://healthsci.mcmaster.ca/medicine/education/residency-programs/internal-medicine-residency
McMaster Internal Medicine Residency Program Video: https://www.youtube.com/watch?v=Rd9aMemydf0
McMaster Postgraduate R1 CaRMS website for general information about the McMaster postgraduate experience, the city of Hamilton and Internal Medicine specific highlights: https://pgme.mcmaster.ca/carms_r1_match_program_information/
You may visit our Program website at https://healthsci.mcmaster.ca/medicine/education/residency-programs/internal-medicine-residency
You may visit the Postgraduate Education website at https://pgme.mcmaster.ca/ 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 email@example.com
Daniel Lazzam, PGY1 firstname.lastname@example.org
Sama Anvari, PGY2 email@example.com
Klement Yeung, PGY2 firstname.lastname@example.org
Tamoor Afzaal, PGY3 email@example.com
Yasmin Jajarmi, PGY3 firstname.lastname@example.org
Wendy Ye, PGY3 email@example.com
Alexandra Kobza, PGY3 firstname.lastname@example.org
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