Toronto Metropolitan University - Psychiatry - Peel & Surrounding Communities
2026 R-1 Main Residency Match - first iteration
CMG Stream for CMG
Last approved on November 10, 2025
Summary of changesAccreditation status : Accredited
Provincial Criteria
350 Victoria Street
Toronto, Ontario, M5B 2K3
TMU Postgraduate Medical Education
TMU School of Medicine Website
Program Contacts
Important Information
Accreditation Status: Accredited
The Toronto Metropolitan University School of Medicine's Psychiatry Residency Program received accreditation from the Royal College of Physicians and Surgeons of Canada in October of 2024.
Virtual Information Sessions
The TMU Psychiatry Program invites you to attend one of our upcoming Virtual Information Sessions to learn more about the Program and have any questions that you may have answered by the Program Director, Dr. Mitesh Patel!
The info sessions will be approximately 45-60 minutes and will be held on the following dates:
- November 5, 2025, at 1:30 p.m. ET Click link to register
- January 21, 2026, at 1:30 p.m. ET Click link to register
Upon registering, you will receive a confirmation email with the Zoom link.
We look forward to seeing you there!
Eligibility Criteria
In addition to meeting the CaRMS R-1 Match Basic Eligibility Criteria, all applicants must meet the Ontario Provincial Eligibility Criteria in order to be considered. Applicants are responsible for reviewing this criteria in full before applying.
In addition to meeting the CaRMS R-1 Match Basic Eligibility Criteria, all applicants must meet the Ontario Provincial Eligibility Criteria in order to be considered. Applicants are responsible for reviewing this criteria in full before applying.
U.S. Allopathic Medical Graduates (USMG)
Medical students or graduates who have obtained or are in the process of obtaining a medical degree from an allopathic medical school in the U.S can either be considered Canadian Medical Graduates (CMGs) or International Medical Graduates (IMGs) within the residency application process, depending on their graduation date. This differentiation is due to changes made in the joint accreditation process of medical schools in the U.S and Canada.
- If you graduated from a U.S. allopathic medical school before July 1, 2025, you are considered a Canadian Medical Graduate (CMG) and are eligible to apply through this stream.
- If you graduated from a U.S. allopathic medical school on or after July 1, 2025, you are considered an International Medical Graduate (IMG) and may only apply through the IMG stream.
General Instructions
Program application language: English
Supporting Documentation / Information
• 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)
• Proof of Protected Person / Convention Refugee Status
• Certificate of Indian Status / Aboriginal Status or Makivik Society Card
• Canadian Citizenship Card (both sides of card)
NOTE: The following MUST be accompanied by a Canadian Government Issued Photo ID:
- Canadian Birth Certificate or Act of Birth
- Certificate of Canadian Citizenship
- Confirmation of Permanent Residence in Canada
Certificate of Indian Status / Aboriginal Status or Makivik Society Card:
- Citizens of Indigenous nations where Treaties allow individuals to work and train across the USA-Canada border are eligible to undergo postgraduate medical training in Canada once their Indigenous citizenship is verified, even if they do not have Canadian citizenship. Of note, it may be necessary to obtain a work visa prior to starting postgraduate training.
All applicants must be Canadian citizens, permanent residents, or protected persons under the Canadian Immigration and Refugee Protection Act at the time of application (with the exception of Citizens of Indigenous nations as outlined above).
All applicants must have their citizenship pre-verified or provide a document as proof of Canadian Citizenship Status.
Applications submitted without one of the acceptable forms of verification will be considered incomplete and will not be considered further in the selection process. No other forms of verification are accepted.
A total of 3 Psychiatry Structured Reference Letters are required from referees who have observed you in the applicable capacity and can comment on your overall suitability to a Psychiatry residency.
This should include at least one letter from a psychiatrist who has observed you in a clinical capacity. The remaining letters could come from another psychiatrist or other physician(s)/clinical preceptor(s), interdisciplinary health professional(s), or research or extracurricular supervisor(s) who can speak to your involvement in research or community activities.
Consistent with the AFMC measures established in response to the Québec physicians’ strike, we will implement the following accommodations for applicants from Québec faculties of medicine and for applicants from other Canadian faculties who had planned visiting electives in Québec during this time.
- We will accept reference documents completed by any physician able to support the applicant’s candidacy.
- We will not require reference letters from physicians practising in the same discipline as the program.
- Applicants are required to submit two (2) reference documents but are permitted to submit up to the maximum of three (3).
- How have your lived experiences contributed to your personal growth and desire to pursue a career in Psychiatry?
- What drives you specifically to the TMU Psychiatry Residency Program?
- What personal attributes and/or experiences do you think make you a good fit for our program?
If you've experienced any academic failures or gaps in training throughout your medical education journey that you would like to explain, this should be addressed in your personal statement and titled as “Addendum”. This information will not be included in the above word count, but should not exceed 250 words.
You can submit your medical transcript in one of two ways:
- Obtain and upload the document yourself into your CaRMS Online account; or
- Ask your medical school to upload your document using their CaRMS Online Undergraduate Portal account.
- In general, CaRMS receives MSPRs for graduates of Canadian medical schools participating in the R-1 Match directly from universities.
- Current year Canadian graduates’ MSPRs are usually transferred automatically, but applicants must ensure they follow their university’s processes for their documents to be transferred to CaRMS and should check the document tracking section of CaRMS Online to ensure the documents are in place.
- Prior year Canadian graduates applying to CaRMS for the first time must ask their university to transfer their MSPR to CaRMS via the school’s CaRMS Online Undergraduate Portal account.
For applicants from Québec faculties of medicine, as well as those from other Canadian faculties who had scheduled visiting electives in Québec during this period, we will accept incomplete MSPRs for file review and ranking purposes.
An incomplete MSPR is one that may be missing final assessments from placements expected to be completed by the date of submission but delayed due to the strike. A complete MSPR will not be required as a criterion for file review or ranking for these applicants.
PhotoACCESS & COMPLETE ONLINE FORM HERE: TMU Regional Connection Attestation
We understand that a number of applicants to our residency programs will have a connection to the Brampton/Peel Region and surrounding communities region, and that many applicants will also have an interest in serving culturally diverse and medically underserved communities.
Building upon our strong foundation of social accountability, we have implemented a Regional Connection Attestation to help identify candidates who may have a connection to the region.
All applicants are asked to complete this attestation. The information provided in the attestation will be considered in our selection process and candidates will be awarded a Regional Connection Score.
Please note that a connection to the Brampton/Peel Region and surrounding communities is not required in order to apply. We look forward to welcoming a diverse cohort of students committed to serving communities such as these, both from the region and beyond.
Equity, diversity, and inclusion (EDI) are fundamental values at TMU and the School of Medicine. As the first medical school in Canada founded and intentionally built upon the foundations of social accountability, EDI, decolonization and Reconciliation. These principles have been intentionally infused throughout all facets of the TMU School of Medicine, including admissions.
We recognize that many groups face barriers not only in applying and being admitted to medical school, but also in matching into residency programs. With this in mind, and in keeping with TMU’s mission, vision and values, our PGME Office and residency programs are asking applicants to optionally complete the CaRMS Self-Identification Questionnaire and to assign the document with their application to our program.
This information will be used to support our goal of selecting a diverse group of candidates to interview and subsequently rank. Your information will also be used to produce aggregate data. Following the CaRMS Match, anonymized aggregate data from the CSIQ will be used to evaluate the effectiveness of our selection process in removing barriers and promoting inclusion, and to help us set EDI goals for future matches.
All members of the TMU PGME Office, program faculty and staff, file reviewers, interviewers, and program selection committees undergo mandatory unconscious bias and anti-racism training specifically geared to admissions and selection and must also sign a Confidentiality and Conflict of Interest Agreement. Additionally, to help ensure an equitable and accessible admissions and selection process, we are committed to providing reasonable accommodations for candidates who may require them in the interview process.
Information on how this information will be accessed and protected by TMU:
Your information will remain confidential, but not anonymous. Only a few authorized individuals in PGME, including the Program Director and Program Administrator, will have access to individual responses from individual candidates. All personal information that is collected will be used, stored, and destroyed in accordance with TMU's Notice of Collection.
Your self-identification information will be stored and maintained by the individuals mentioned from the Postgraduate Medical Education Office and destroyed in alignment with TMU's records retention schedule and the Ontario Freedom of Information and Protection of Privacy Act (FIPPA). No information that identifies an individual and their diversity self-identification data will be released or shared, except with the aforementioned who are required to have confidential access to the information to fulfill their responsibilities, or with the consent of the person from whom the information is collected.
If you have any questions about the collection and use of this information, please contact pgme@torontomu.ca.
Review Process
Applications submitted after file review has opened on November 27, 2025
Supporting documents (excluding letters of reference) that arrive after file review has opened on November 27, 2025
Letters of reference that arrive after the unmasking date on November 27, 2025
Interviews
Dates:
- January 19, 2026
- January 23, 2026
- January 26, 2026
There will also be a more informal opportunity to meet with the program director prior to the interview to learn more about the program and ask any questions. Overall, the interview experience provides opportunities for candidates to assess their personal and professional fit with our program.
Details related to accommodations in the interview process, including the request form, will be sent to applicants who are invited for an interview. The School of Medicine has partnered with TMU’s Academic Accommodation Support (AAS) to assess candidates’ requests for accommodations and determine the appropriate accommodations required during the interview process.
All requests for accommodations and supporting medical documentation will remain strictly confidential with AAS. AAS will only inform the PGME Office and program of the accommodations needed for implementation purposes.
Applicants who anticipate requiring disability-based are requesting an accommodation in the interview process (should they advance to this stage of the selection process) will be required to provide a letter from a regulated health practitioner that:
- *is dated within the past five (5) years;
- clearly states the health practitioner’s professional credentials;
- confirms the presence of a disability;
- supports the need for accommodation;
- specifies the recommended accommodation(s);
- provides the date of diagnosis; and
- outlines the underlying functional impairment and restrictions.
*Documentation that is greater than 5 years old may be accepted if it is accompanied by a letter that confirms current functional impacts and provides continued rationale for the requested accommodations.
Selection Criteria
- TMU’s School of Medicine is committed to improving the health and well-being of individuals, families, and communities, with a special focus on the primary care needs of diverse and underserved populations in Peel and surrounding communities. Our mission, in alignment with the Postgraduate Medical Education (PGME) office, is to provide community-engaged education, scholarship, and service. We aim to educate residents within safe and supportive environments, fostering the development of compassionate, respectful, and forward-thinking clinicians who will provide outstanding holistic care and lead in health system transformation.
- We are dedicated to upholding our commitments to equity, diversity, inclusion and accessibility, as well as ensuring that we live up to our commitments to the Truth and Reconciliation Commission (TRC) via supporting Indigenous resurgence, reconciliation, and decolonization within the Canadian healthcare context.
- Our program goals include selecting residents who demonstrate clinical excellence, community engagement, leadership potential, and a commitment to lifelong learning and health equity. We seek residents who are capable of becoming exceptional physicians in their specialties and who share our dedication to improving healthcare access and outcomes in the communities we serve.
- To align with our selection process goals, we emphasize the importance of recruiting a diverse population of residents reflecting the demographics of Peel and surrounding communities and are committed to advancing the principles of equity, diversity and inclusion, decolonization and Reconciliation. Our process incorporates comprehensive evaluations, including academic performance, clinical evaluations, leadership experiences, and community involvement, ensuring that our residents not only meet our high standards of clinical competence but also embody the values and mission of the TMU School of Medicine.
Program goals
- The TMU School of Medicine Psychiatry residency program aims to prepare and equip residents with the necessary knowledge and skills to not only satisfy the competencies outlined by the Royal College, but also to be well prepared to handle the complex needs of patients in psychiatry and serve as leaders in health systems transformation.
- We strive to provide training in a high-quality, supportive environment where learners can develop an appreciation for a holistic approach to psychiatry, emphasizing community-driven and culturally sensitive practices.
- Our program aims to nurture the personal and professional goals of each resident through a tailored engagement process, fostering excellence in critical thinking, scholarly activity, leadership, advocacy and cultural competency.
- In addition to gaining a thorough understanding of the theoretical basis of psychiatry, our goal is to provide our residents with a wide-range of clinical, community and interdisciplinary training opportunities.
- We aim to support residents in fulfilling the required training experiences necessary for each stage of their training.
- Furthermore, we are committed to ensuring residents’ wellness by promoting a healthy work-life balance and supporting their non-academic interests.
Selection process goals
The TMU School of Medicine Postgraduate Medical Education Unit and the Psychiatry Residency Program are committed to selecting a diverse population of residents who will be exceptional physicians in their specialty, and who are committed to equity, inclusion, and fostering a welcoming environment within the healthcare setting. The program particularly values participation in education and leadership roles during training as well as a desire to be a future leader in medical education and community medicine. In addition, the program is committed to selecting residents with:
- An interest in improving psychiatric healthcare access and outcomes in Peel and surrounding communities.
- A connection to Peel and surrounding communities and/or an interest in practicing in culturally diverse communities.
- An interest in building the TMU School of Medicine and being an integral part of the success of a brand-new residency program.
- Lived experiences that have contributed to their personal growth and desire to become a Psychiatrist.
- A broad range of personal, professional, and educational experiences that reflect a passion and commitment to community engagement, advocacy, and leadership, especially in the context of marginalized communities.
Additionally, the TMU School of Medicine Psychiatry Residency Program seeks to admit candidates who:
- Are passionate about mental health care, particularly for underserved/marginalized populations
- Demonstrate professionalism, including humility, integrity and respect
- Are committed to the principle of continuous self-improvement as learners
- Possess the knowledge, attitude, and skills relevant to the the discipline of Psychiatry
File review process
Review team composition : Each applicant file will be reviewed by two independent file reviewers using a standardized rubric. Reviewers will include the Program Director and Clinical Faculty.
All file reviewers will complete a Confidentiality and Conflict of Interest Agreement and will undergo unconscious bias and anti-racism training.
If a file reviewer recognizes a conflict of interest, they will flag this with the program administrator and the file will be reassigned.
Average number of applications received by our program in the last five years : 51 - 200
Average percentage of applicants offered interviews : 51 - 75 %
We aim to offer interviews to the percentage of applicants outlined above; however, this is contingent upon the volume of applications that are received.
| File component | Criteria |
|---|---|
| CV | A custom CV is not required. The relevant information in your CaRMS Application outlining your personal, professional, educational and extracurricular experiences will be evaluated. |
| Electives | A broad range of electives, including the discipline. |
| Examinations | We do not evaluate this component. |
| Extra-curricular | Will be evaluated, including interests both relevant and irrelevant to medicine. |
| Leadership skills | We value leadership qualities and will evaluate community engagement, advocacy and leadership roles and experiences, especially in the context of marginalized communities. |
| MSPRs | Will be evaluated to assess for competency, professionalism, or any areas of concern. |
| Personal letters | Will be evaluated to understand lived experiences, experiences with diversity, inequity, and/or marginalization, and to gauge interest in, and suitability for, the program. |
| Reference documents | A total of 3 reference documents are required and will be evaluated to assess competency, suitability, professionalism, and any areas of concern. |
| Research/Publications | Assessed within extra-curricular experience. |
| Transcripts | Will be reviewed. If your transcript shows any academic failures or gaps in training, this should be addressed in your personal statement and titled as “Addendum”. |
| Other file component(s) |
Communication Skills Applicants must be able to communicate proficiently in the English language. Written communication skills will be assessed in any written submissions (e.g. personal letter), and any comments/feedback in reference documents pertaining to the candidate’s ability to communicate effectively will also be taken into consideration. Regional Connection Attestation Applicants are asked to complete the TMU Regional Connection Attestation to detail any connections that they may have to Peel and surrounding communities. The information provided in the attestation will be considered in our selection process. CaRMS Self-Identification Questionnaire (optional) Applicants are asked to complete the CaRMS Self-Identification Questionnaire. This information will be used to support our goal of selecting a diverse group of candidates. More information provided in the document section. |
Elective criteria
Direct exposure to comprehensive mental health care through electives in Psychiatry and related disciplines, particularly in allied/interdisciplinary settings (e.g. community health clinics, shared care model family medicine clinics, therapy based clinics, etc), is considered an asset.
Interview process
Interview format :
We may accommodate requests to re-schedule interviews for applicants due to weather, technology failure, or unforeseen circumstances.
| Interview components | Criteria |
|---|---|
| Collaboration skills | Values teamwork and demonstrates excellent interpersonal and collaborative skills, especially within interdisciplinary team settings. |
| Collegiality | Self-aware/intentional, inclusive, respectful and collegial. Values the contributions of others, and the importance of the different roles of team members. |
| Communication skills | Demonstrates excellent verbal communication skills in the interview and can clearly and concisely articulate one’s thoughts. |
| Health advocacy | Ability to reflect on the importance of patient health advocacy and draw from experiences. |
| Interest in the discipline | Demonstrates a genuine passion for Psychiatry/interest in mental health, has well developed goals and a good understanding of the many challenges that exist in the field of mental health. |
| Interest in the program | Knowledgeable about the program and TMU School of Medicine, connects with our mission, vision, and values, and is interested in being a part of a brand-new residency program. |
| Leadership skills | Ability to reflect on leadership skills and draw from relevant experiences in leadership roles. |
| Professionalism | Conducts oneself in a professional manner in all interactions with those involved in the admissions/selection process. |
| Scholarly activities | Demonstrates critical thinking and analytical skills and shows commitment to lifelong learning and professional development. |
| Other interview component(s) | Experiences with diversity, inequity, and/or marginalization. |
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
The TMU Psychiatry Program is a community-driven residency program based out of some of Canada’s busiest community hospitals which provides a wide array of clinical placement opportunities leading to exposure to a breadth of patient populations and case presentations.
In this relatively small program, residents will work with dynamic, enthusiastic and skilled clinical faculty and experience a learner centered and tailored approach to training.
Residents will be immersed in a program that emphasizes equity, diversity, inclusion, reconciliation and decolonization with exposure to a multicultural population and transcultural psychiatry.
Program Curriculum
This residency program is for 5 years.
Program length of training does not exceed the Royal College or College of Family Physicians of Canada standard.
ACADEMIC CURRICULUM
The residency program is divided into 4 stages: Transition to Discipline, Foundations, Core and Transition to Practice.
A sample rotation schedule can be found below. Each resident will receive a personalized rotation schedule.
TRANSITION TO DISCIPLINE
In the first two program blocks, residents will learn essential skills, such as psychiatric history taking, needed to commence the Foundations of the discipline.
These initial 2 blocks also aim to introduce the residents to the specialty of psychiatry, the program, the university, and all affiliated hospitals.
PGY-1
- 1 Block (4 weeks): Orientation/Emergency Room (ER) Psychiatry
- 1 Block (4 weeks): Inpatient Psychiatry
FOUNDATION OF DISCIPLINE
This stage encompasses the remaining blocks of PGY1 and PGY2. The training experience involves gaining experience in medical specialties relevant to psychiatry, as well as general outpatient and inpatient psychiatry. Training in Interventional psychiatry, ECT, R-TMS, is completed as part of the foundation of the discipline.
PGY-1
- 1 Block (4 weeks): Consultation Liaison Psychiatry
- 1 Block (4 weeks): ER Psychiatry
- 1 Block (4 weeks): Neurology
- 1 Block (4 weeks): Medicine Selective
- 1 Block (4 weeks): Psychiatry Selective
- 1 Block (4 weeks): Family Medicine
- 1 Block (4 weeks): Elective Research
- 1 Block (4 weeks): ER Psychiatry (After Hours)
- 1 Block (4 weeks): Geriatric Psychiatry
- 1 Block (4 weeks): Emergency Medicine
- 1 Block (4 weeks): Community Psychiatry
PGY- 2
- 4 Blocks (16 weeks): General Inpatient (Mood disorders) & Outpatient Psychiatry
- 4 Blocks (16 weeks): General Inpatient (Psychosis) & Outpatient Psychiatry
- 2 Blocks (8 weeks): Intensive Outpatient/Day Hospital
- 1 Block (4 weeks): Addictions Outpatient
- 1 Block (4 weeks): Interventional Psychiatry, Electroconvulsive Therapy, Repetitive Transcranial Magnetic Stimulation, Ketamine
- 1 Block (4 weeks): Miscellaneous Outpatients
CORE OF DISCIPLINE
The core stage essentially involves years 3 and 4. It includes 6 blocks of child and adolescent psychiatry and 6 blocks of geriatric psychiatry in PGY3. SPMI, consultation liaison, addiction and outpatient psychiatry is included in PGY4. The core competencies of the discipline at a higher complexity are achieved at this stage.
PGY-3
- 6 Blocks (24 weeks): Child & Adolescent Psychiatry
- 6 Blocks (24 weeks): Geriatric Psychiatry
- 1 Block (4 weeks): Psychotherapy/Community Psychiatry
PGY-4
- 4 Blocks (16 weeks): Severe & Persistent Mental Illness
- 2 Blocks (8 weeks): Assertive Community Psychiatry
- 2 Blocks (8 weeks): Consultation Liaison Psychiatry
- 2 Blocks (8 weeks): Addiction Psychiatry
- 2 Blocks (8 weeks): Outpatient Psychiatry
- 1 Block (4 weeks): Self-Directed Learning
TRANSITION TO PRACTICE
The final year of their training encompasses the residents' transition to practice, which involves 2 blocks in rural and underserved areas and 6 blocks of electives and placements of their choice. Residents will also assume more leadership roles in teaching and in the clinical environment.
PGY-5
- 3 Blocks (12 weeks): Inpatient Psychiatry
- 1 Block (4 weeks): Family Medicine
- 5 Blocks (20 weeks): Residents’ Choice Electives (Including Rural/Indigenous)
- 1 Block (4 weeks): ER Psychiatry
- 3 Blocks (12 weeks): Residents’ Choice Placement for Prospective Practice
PSYCHOTHERAPY TRAINING
- This will be provided in a longitudinal manner. Therapies will include Cognitive Behavioral Therapy, Interpersonal Psychotherapy, Family therapy, Group therapy and Motivational interviewing.
- Emergency psychiatry training will be offered via three blocks in the first year, which includes after-hours experience.
ACADEMIC SESSIONS
- The formal academic curriculum will encompass all the requirements set out by the Royal College.
- Most academic lectures will take place during protected academic days throughout the residency program.
- The competency committee will review each resident’s progress at least every 6 months based on multi-source feedback. Annual COPE and OSCE examinations will be held for all residents to assess progression through the years.
- Clinical responsibilities have been organized in a manner that reflects residents’ gradual acquisition of competency as they progress through the program. Junior and senior learners in the same rotation will have different clinical responsibility and roles. Additionally, clinical on-call responsibilities will be delegated based on the learner’s stage of training and demonstration of competency, with increasing responsibility in line with more senior status.
RESEARCH
- The Department of Psychiatry has a Scholarly Activity Lead physician, who will meet with residents to facilitate research opportunities.
- Residents will have protected time built into the curriculum to focus on research within a research rotation during Foundations that they will be able to schedule all at once, or break up by week. Additionally, residents will have protected time (longitudinally) that will include 4 full days per academic year that they can request for protected time for their scholarly project. Both components will allow residents the flexibility to have protected time that is more in line with the progress of their project.
PGME FOUNDATIONAL CURRICULUM
The PGME Foundational Curriculum has been designed to address competencies that are not always fostered within the clinical learning environment with a consistent approach across PGME programs.
Foundations Course
- Introduction Module
- Professionalism and Code of Conduct Module
- Foundational Module
Communication Course
- Team Based Care Module
- Conflict Resolution/Critical Conversations Module
- Patient and Family Centred Care Module
Leadership Course
- Introduction Module
- Wellness and Resiliency Module
- Ethics/Choosing Wisely Module
- Fatigue Risk Management Module
Continuous Quality Improvement and Patient Safety Course
- Introduction Module
- Continuous Quality Improvement Module
- Patient Safety Module
Research and Critical Appraisal Course
- Research Basics Module
- Health Literacy Module
- Critical Appraisal Module
- Elective module on Proposed Research Methodology
Teaching Course
- Resident as Teacher Module
- Presentations Module
- Large/Small Group Facilitation Module
- Bedside Teaching Module
- Virtual Delivery of Education Module
Equity, Diversity, Inclusion and Accessibility, & Reconciliation/Decolonization/Indigenous Resurgence (EDIA-RDIR) and Anti-Racism Course
- Equity, Diversity, Inclusion, and Accessibility Module
- Black Health Module
- Indigenous Health Module
- Accessibility Module
- Sexual and Gender Minorities Module
- Poverty Health Module
LEARN Time
A novel program called LEARN Time (Leadership, Education, Advocacy, Research, and Non-clinical Time) will allow residents who are meeting or exceeding the standards of their program to access protected time that they may direct toward opportunities for experiential learning activities.
- It is anticipated that many residents will leverage this time to participate in work worthy of publication and scholarly work. While this program will be overseen by the Program’s Competence Subcommittees, central support for some elements of the LEARN Time program will also be provided. In particular, annual LEARN Time events will connect residents with individuals working in other areas of TMU, Peel, and surrounding committees. This will allow for some ‘scholarly matchmaking’ to happen outside of the Program to connect residents with a broader array of scholarly opportunities.
- Residents may also use LEARN time to engage in other leadership and advocacy work, such as with the Ontario Medical Association, Professional Association of Residents of Ontario, College of Family Physicians of Canada, Ontario College of Family Physicians, etc.), allowing residents to engage with formal leadership and other opportunities early on in their careers. Residents may also choose to engage in formal teaching and mentorship of TMU School of Medicine undergraduate medical students. They will be provided a formal curriculum as well as informal mentorship opportunities for developing teaching skills.
Training Sites
The TMU School of Medicine currently has clinical partnerships with multiple major training sites:
- William Osler Health System
- Trillium Health Partners
- Headwaters Health Care Centre
- Halton Healthcare
- Peel Region
- ErinoakKids
- Michael Garron Hospital
Residency training will leverage a distributed model which may include training at any of these sites for learning in environments, which include community and clinical settings, urban and rural environments, and inpatient and outpatient settings. While the majority of resident training will be focused in Peel and surrounding communities, additional learning experiences may take place at other training sites within Canada through Inter-University Affiliation Agreements. These agreements are subject to change and result in training at sites other than those that are listed above.
Travel to various locations will be required. Access to a personal vehicle will be beneficial, though anyone with access to a reliable means of transportation is encouraged to consider this program.
Summary of changes
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