Program Contacts

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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: 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/

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General Instructions

Program application language: English

Applicants should carefully follow all CaRMS application guidelines and deadlines.

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Supporting Documentation / Information

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Review Process

Applications submitted after file review has opened on January 10, 2023

Supporting documents (excluding letters of reference) that arrive after file review has opened  on  January 10, 2023

Letters of reference that arrive after the unmasking date on January 10, 2023

All applications are reviewed by a faculty committee and the Program Director. Applicants selected for interview will be notified via CaRMS and by email on January 27 .  Those not selected for interview will also be notified on January 27.  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.

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Interviews

Dates:

• February 11, 2023
• February 25, 2023

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-deserving and/or under-represented residents, and to monitor and receive feedback on this process.

As part of this commitment, the McMaster Internal Medicine program offers applicants the option to include the CaRMS Self-identification questionnaire (CSIQ) in their submission.  Information from the CSIQ may be used by the program to adjust final rankings at the discretion of the selection committee to meet our goal of enhancing the recruitment and retention of equity-deserving and/or under-represented applicants.  There are no implications if you decide not to include the questionnaire in your application.

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

Evaluation criteria :

Elective criteria

Interview process

Interview evaluation criteria :

Information gathered outside of CaRMS application

Specifically, we may consider:
Social interaction during program related events
Communication with program administration
Social media
Unsolicited reference letters
Unsolicited email references
Unsolicited verbal information on a candidate's prior performance
Unsolicited feedback from colleagues and co-workers

Ranking process

The behavior(s) exhibited below during the interview process may prevent an applicant from being ranked by our program :
Unprofessional or inappropriate behavior   
Did not attend interview   
Interview performance was not competitive   

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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:  The Internal medicine program is committed to maintaining clinical and educational excellence throughout the COVID-19 pandemic, and ensuring a nimble response to shifting 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

 

 

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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

 

 

PGY-1
Mandatory:

• 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

Selectives:

• 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

PGY-2
Mandatory:

• 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)

 Selectives:

• 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

PGY-3

Mandatory:

• 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.

Selectives

• 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
• Anesthesia and PoCUS rotations available for residents on relevant career path

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 program Resident Research Director and Deputy Research Directors meet 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.

 

 

 

GENERAL INTERNAL MEDICINE FELLOWSHIP AND ROYAL COLLEGE SUBSPECIALTY PROGRAMS (4th and 5th years)

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
• Palliative Care
• Pain Medicine
• Respirology
• Rheumatology

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

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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.

Resources:

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 two hospitals which serve as sites for the Clinical Teaching Units (CTU) - St. Joseph’s Healthcare Hamilton and Hamilton General Hospital.  Residents will complete their CTU rotations at both sites over their three years.  The CTU sites provide a vibrant 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:   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/

 

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Additional Information

Program Information sessions with Program Director and current residents on Nov 1 and Nov 22.  Research Director session on Dec 7.  See AFMC website national calendar for details regarding all info session:  https://www.afmc.ca/en/learners/r1-match

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, PGY2    meera.shah@medportal.ca

Daniel Lazzam, PGY2   daniel.lazzam@medportal.ca

Sama Anvari, PGY3     sama.anvari@medportal.ca

Klement Yeung, PGY3    klement.yeung@medportal.ca

Ghazal Haddad, PGY1    ghazal.haddad@medportal.ca

Isabella Stefanova, PGY1    isabella.stefanova@medportal.ca