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Toronto Metropolitan University - Family Medicine - Peel & Surrounding Communities

2026 R-1 Main Residency Match - first iteration
CMG Stream for CMG

Last approved on January 08, 2026

Summary of changes

Approximate Quota:

 22 

Accreditation status : Accredited

Provincial Criteria

Dr. Jobin Varughese
Postgraduate Medical Education - Family Medicine 
350 Victoria Street  
Toronto, Ontario, M5B 2K3
TMU Family Medicine Program
TMU School of Medicine Website
VIDEO [1.5 min]: TMU SoM Creating Healthy Change for Communities Across Canada

Program Contacts

Jess Wood
Program Administrator
pgme.fm@torontomu.ca

Joyce Munga
Program Administrator
pgme.fm@torontomu.ca

Important Information

Accreditation Status: Accredited

The Toronto Metropolitan University School of Medicine's Family Medicine Residency Program received accreditation from the College of Family Physicians of Canada in October of 2024. 

Virtual Information Session:
The TMU Family Medicine Program invites you to join one of our upcoming sessions to learn more about the program and have your questions answered!

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.

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 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
Required
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)
• 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.

Examinations
Required
Family Medicine Professional Choices
  • Score

    • Your FMProC assessment result is sent directly to CaRMS. The FMProC assessment is only valid for one admissions cycle. If you have taken the assessment in previous years, you are expected to re-take it.

    To register for the FMProC assessment visit www.fmproc.com.

     

    Reference documents
    Required
    Number requested: 3

    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).
    Additional documents
    Required
    Personal Letter 
    Word count
    Minimum : None
    Maximum : 1000

    1. Lived experiences and personal growth:
      How have your lived experiences contributed to your personal growth and desire to pursue a career in Family Medicine?

    2. Program alignment:
      Describe which aspects of TMU’s Family Medicine Program attract you, and how you envision your future career as a family physician in the community?

    3. OPTIONAL:
      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.

    Medical School Transcript 

    You can submit your medical transcript in one of two ways:

    1. Obtain and upload the document yourself into your CaRMS Online account; or
    2. Ask your medical school to upload your document using their CaRMS Online Undergraduate Portal account.

    Medical Student Performance Record 

    • 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.

    Photo 
    [Note: Photograph is used as memory aid only]

    Regional Connection Attestation 

    ACCESS & 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.

    Optional - will be reviewed
    Self-identification questionnaire 

    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 21, 2026
    • January 28, 2026
    • January 29, 2026
    • February 2, 2026
    • February 3, 2026
    Interviews will be conducted virtually and will last approximately 30-45 minutes. Candidates will rotate between two interview stations.

    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.
    Program will notify all applicants through CaRMS Online and will send email invitations directly to applicants selected for an interview.
    Aligned with Best Practices in Applications & Selection, TMU’s PGME Office is committed to providing an application and selection process that promotes diversity of the resident body, is free of inappropriate bias, and respects the obligation to provide for reasonable accommodations, where appropriate.

    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.
    A diagnosis is not required.

    *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 Family Medicine (FM) residency program seeks to train family physicians who are patient-centered, professional and dedicated to improving the health and well-being of individuals, families, and communities.

    • The FM residency program fosters a supportive learning environment that emphasizes evidence-based medicine, continuous improvement, lifelong learning and physician wellness. 

    • We aim to equip our residents with the necessary knowledge and skills to excel in clinical practice, leadership, and community service, while upholding a high standard of professionalism.

    The goal of the Family Medicine Residency Program is to graduate Family Medicine Residents who:

    • Excel Clinically:
      Residents will strive towards achieving excellence in clinical practice, committing to evidence-informed medicine, continuous quality improvement, clinical innovation and primary-care research.

    • Provide Culturally Responsive Care:
      Residents will learn to deliver compassionate medical care tailored to the diverse needs of their patients, incorporating a holistic approach to the practice of Family Medicine

    • Serve their Community:
      Residents will develop a deep commitment to the health of residents of Peel and surrounding communities, developing the skills necessary to address their specific healthcare needs.

    • Collaborate Effectively:
      Residents will learn from and with interprofessional team members to deliver high-quality, culturally competent, patient-centred care.

    Selection process goals

    The TMU School of Medicine Postgraduate Medical Education Unit and the Family Medicine 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:

    • A keen passion for family medicine and primary care/an interest in improving 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 Family Physician

    • 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

    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 : 76 - 100 %
    We aim to offer interviews to the percentage of applicants outlined above; however, this is contingent upon the volume of applications that are received.

    Evaluation criteria :
    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 evaluate performance on the FMProC.
    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

    We are looking for and rewarding applicants who have completed a broad range of electives including in our discipline.
    We do not require applicants to have done onsite electives.

    Interview process

    Interview format :



    We may accommodate requests to re-schedule interviews for applicants due to weather, technology failure, or unforeseen circumstances.

    Interview evaluation criteria :
    Interview components Criteria
    Collaboration skills Ability to work with other students, members of the healthcare team, community partners
    Collegiality Ability to resolve conflict and think critically within a team; support other students and members of the healthcare team; shared responsibility
    Communication skills Ability to communicate ideas clearly and concisely, listen empathetically and collegially with others
    Health advocacy We do not evaluate this interview component.
    Interest in the discipline Attentive and interested in Family Medicine, with a desire to improve patient healthcare outcomes and support community partners
    Interest in the program Demonstrates awareness of qualities of TMU SoM that make it unique, including focus on community collaboration, EDIAA, and patient-centered care
    Leadership skills Aware of one’s strengths and weaknesses, and collaborates with a team to achieve outcomes; ability to make decisions and explain rationale for them
    Professionalism Conduct his or herself within a professional manner, demonstrating self-respect and respect for others, accountable for own actions including clinical responsibilities and patient care
    Scholarly activities We do not evaluate this interview component.
    Other interview component(s) Strong interest and commitment to equity, diversity, inclusion and accessibility (EDIAA), as well as Reconciliation, Indigenous Decolonization and Resurgence (RIDR) principles, emphasizing the importance and integration of these across experiences and future career as a family physician.

    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 School of Medicine’s Family Medicine residency program strongly emphasizes addressing primary care and community needs. This focus is integral to its design, aiming to equip residents with the skills necessary to serve as comprehensive family physicians. A strength of the program is its focus on Equity, Diversity, Inclusion, Accessibility, Anti-Racism & Reconciliation, Decolonization, and Indigenous Resurgence (EDIAA-RDIR). The Family Medicine residency program strongly commits to inclusivity and focuses on providing educational experiences rooted in culturally humble and sensitive competencies. Family Medicine residents will be paired with mentors based on their career and personal interests.

    Program Curriculum

    This residency program is for 2 years.

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

    Family Medicine Rotations (Family Medicine and Family Medicine - Urgent Care)

    These rotations form the cornerstone of the residency, offering a comprehensive experience in Family Medicine. Residents will care for patients across their lifespans, from pediatrics to geriatrics, addressing various medical needs including preventive care, chronic disease management, mental health, and minor procedures. 

    Notably, six out of the eight blocks will be conducted within the same community teaching clinic, providing continuity of care and allowing residents to build long-term relationships with their patients. This consistency in the clinical environment is designed to enhance the development of skills necessary for delivering patient-centred care. The remaining two blocks will be completed in an urgent care or walk-in clinic, where residents will gain experience managing a high volume of low-acuity conditions in a fast-paced environment.

    Pediatrics

    The Pediatrics rotation offers residents a broad spectrum of experiences, from emergency consultations to routine outpatient care. This rotation is crucial for developing the skills necessary to care for children from infancy through adolescence, emphasizing the evaluation, treatment, and management of common pediatric illnesses and well-child care.

    General Internal Medicine

    This rotation is structured to emulate the responsibilities of a hospitalist, allowing residents to manage complex cases in both inpatient and outpatient settings. The experience gained in diagnosing and treating acute, chronic, and end-of-life conditions will equip residents with a comprehensive skill set in internal medicine.

    Obstetrics and Gynecology

    During this rotation, residents will be exposed to a wide range of obstetric and gynecological conditions in inpatient and outpatient settings. The rotation encompasses pre-pregnancy planning, prenatal care, labour and delivery, postpartum care, and gynecological health, preparing residents to function effectively as generalists in women's health.

    Mental Health and Addiction Medicine

    This rotation is focused on developing the skills required to address mental health needs and substance use disorders. Residents will work in psychiatric settings and collaborate with mental health professionals, gaining experience in patient-centred communication, diagnosis, and management of mental health and addiction issues commonly encountered in primary care.

    Emergency Medicine

    The Emergency Medicine rotation trains residents in triage, rapid assessment, and management of acute presentations of diseases and trauma. Residents will develop skills in prioritizing and managing multiple patients simultaneously, emphasizing timely intervention and appropriate referral to specialists.

    Care of the Elderly/Palliative Care

    In this mixed-block rotation, residents will gain experience managing chronic medical issues in the elderly and providing palliative care. The rotation includes clinical placements in various settings, including clinics, long-term care, and home visits, emphasizing the importance of continuity of care and developing long-term patient relationships.

    Rural Medicine

    This rotation allows residents to train in rural and remote communities, offering exposure to the broad scope of family medicine practice in these communities. The experience gained in managing patient care in resource-limited environments will be invaluable. Work is underway to expand this rotation to work with and learn from Indigenous communities and embed the Indigenous ways of knowing, being, and doing into the training. 

    Electives

    Elective rotations are designed to allow residents to gain additional clinical or academic exposure in areas of personal interest, further enhancing their ability to function as family physicians in diverse settings. These rotations complement the core Family Medicine experience and can be completed within or outside affiliated teaching hospitals and clinics.

    Selectives: Outpatient Surgical Skills (OSS)

    The OSS selective allows residents to refine procedural skills in a range of clinical settings within the affiliated teaching hospitals and clinics. Experiences may include minor surgical procedures, gynecological procedures, dermatological biopsies, and orthopedic interventions, fostering confidence in the technical aspects of patient care.

    Selectives: Outpatient Specialty Clinic (OSC)

    The OSC selective offers residents exposure to various medical disciplines in outpatient settings within the affiliated teaching hospitals and clinics, focusing on managing chronic medical conditions. The rotation provides valuable experience in the longitudinal care of patients with diverse health needs, contributing to a well-rounded medical education. Clinical experiences may include breastfeeding clinics, colposcopy clinics, early arthritis clinics, endoscopy clinics, or wound clinics. The options are vast and allow for individualization to each resident’s needs and interests.


    PGY-1 Sample Rotation Schedule 

    • 4 Blocks (16 weeks): Family Medicine
    • 2 Blocks (8 weeks): Pediatrics
    • 1 Block (4 weeks): Medicine
    • 1 Block (4 weeks): FM Hospitalist
    • 1 Block (4 weeks includes PARO time off): Family Medicine Extracurricular (ETC.)
    • 1 Block (4 weeks): Obstetrics and Gynecology
    • 1 Block (4 weeks): Mental Health
    • 1 Mixed Block (4 weeks): Sexual & Reproductive Health/Addiction Medicine
    • 1 Block (4 weeks): Emergency Medicine

    PGY-2 Sample Rotation Schedule 

    • 2 Blocks (8 weeks): Family Medicine - Urgent Care
    • 2 Blocks (8 weeks): Family Medicine
    • 2 Block (8 weeks): Electives
    • 1 Block (4 weeks): Emergency Medicine
    • 1 Block (4 weeks): Care of the Elderly (2 weeks)/Palliative Care (2 weeks) - Inpatient
    • 1 Block (4 weeks): Family Medicine Extracurricular (ETC.)
    • 2 Blocks (8 weeks): Rural Medicine & Indigenous Care
    • 2 Blocks (8 weeks): Selectives (Outpatient Specialty Clinics and Outpatient Specialty Clinics)

    Quality Improvement

    A core component of the PGME Resident curriculum will be conducting a Quality Improvement project (QI) to be submitted by the middle of their second year of residency. Residents will be introduced to QI principles in their first year of residency. Residents will be encouraged to think of a topic or relevant area for improvement as they progress throughout their residency.  Dedicated time in Academic Half Day (AHD) will be provided for residents to form groups, plan their projects, etc. After submission, the projects will be presented at an AHD session, and faculty will select a ‘winning project’ that will receive an award at graduation. 

    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. 

    The PGME Foundational Curriculum will include a Research and Critical Appraisal Course to ensure that core research and scholarship content is delivered to all PGME Residents. Recognizing the huge diversity of research methods, the Research and Critical Appraisal Course Course will link to additional resources and outside courses that will allow them some individualization in learning content relevant to individual Residents’ particular research endeavours.

    Residents will be encouraged to seek out any research or quality improvement projects they are interested in, and appropriate Faculty support will be provided as needed. This may include creating their own project, or working with a family physician faculty member on an existing project. 

    Aspects of the Foundational Curriculum include:

    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

     

    Training Sites

    The TMU School of Medicine currently has clinical partnerships with multiple major training sites: 

    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. 

    Additional Information

    A novel program called LEARN (Leadership, Education, Advocacy, Research, and Non-clinical) Time will allow residents 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 Family Medicine Residency 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, Brampton/Peel, and surrounding committees. This will allow for some ‘scholarly matchmaking’ to happen outside of the Family Medicine Residency Program to connect Residents with a broader array of scholarly opportunities than would exist solely within the Family Medicine Residency Program.

    • Residents may also use LEARN time to engage in other Leadership and Advocacy work, such as with the Ontario Medical Association (OMA), Professional Association of Residents of Ontario (PARO), College of Family Physicians of Canada (CFPC) and Ontario College of Family Physicians (OCFP), allowing residents to engage with formal leadership and other opportunities early on in their careers. They 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. 

    Summary of changes

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