Toronto Metropolitan University - Anesthesiology - 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 Anesthesiology Residency Program received accreditation from the Royal College of Physicians and Surgeons of Canada in May of 2024.
Virtual Information Sessions
The TMU Anesthesiology 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 and our current cohort of residents.
The info sessions will be approximately 45-60 minutes and will be held on the following dates:
- Monday, October 27, 2025 at 5:30 PM ET Click here to register
- Sunday, November 16, 2025 at 2:00 PM ET Click here to register
- Thursday, January 15, 2026 at 5:00 PM ET (links for these sessions will be provided to those who are invited to interview)
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.
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 three letters of reference are required. Letters in excess of 3 will not be reviewed.
To assist in streamlining the file review process, we are asking referees to answer the below questions in a structured format. You may forward these instructions to your referees to assist them in drafting their individual letters.
- Referee Background:
Please describe your background (e.g. Clinical Faculty, Research supervisor etc.). Please include your area of specialty and any specific roles you are involved in e.g. program director, rotation coordinator etc.) - Knowledge of Candidate:
How long/well and in what capacity do you know the candidate? (E.g. through regular clinical work, research; the number of shifts worked with candidate, etc.). Please also indicate if you have never worked with the candidate, or if you have worked with them in a limited capacity. - Confidentiality of Content:
Please include a statement confirming this reference is confidential and will not be seen by the candidate.
- Statement of Academic, Professional, or Other Concerns:
Statement confirming if, to your knowledge, there has ever been any academic discipline, remediation, psychosocial behavioral or other concerns involving this applicant. If yes, please include details.
- Area of Improvement:
Please state one area this applicant could improve upon.
- Peer Comparison:
Compared to peers and using percentiles, where would you place this candidate? (upper 5th percentile, 10th percentile, 20th percentile, 50th percentile).
- Recommendation:
Please end the letter with one of the following statements:- I would recommend this resident without reservation
- I would recommend this resident
- I would recommend this resident with some reservation
- I would not recommend this resident
Please feel free to include any other comments that you have about the candidate. This could include further comments about their performance, other areas of involvement (e.g., advocacy, leadership, accomplishments, academic achievements), or any strengths or weaknesses not covered above.
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 Anesthesiology?
- Why do you feel you would be a good fit for the TMU Anesthesiology Program, and what are your long-term career goals?
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 TranscriptYou 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 18, 2026
There will also be a more informal opportunity to meet with the program director and residents 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.
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.
*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 Anesthesiology Program aims to equip residents with the essential knowledge and skills to become exceptional anesthesiologists, prepared to deliver safe, high-quality anesthesia care to patients of all ages, across all disease states, and for all types of surgeries and interventions.
The program will ensure that its graduates are well prepared to develop appropriate anesthesia care plans to address the unique and varying needs of patients with expertise, cultural competency and empathy by:
- Embedding EDIAA-RDIR into all facets of the School of Medicine and the program.
- Focusing on patient-centered care and providing training that meets and exceeds the requirements of the Royal College of Physicians and Surgeons of Canada across all CanMEDS roles.
- Providing residents with a broad range of clinical, community, and interdisciplinary training opportunities that provide exposure to the full scope of anesthesia care, including preoperative assessments, postoperative care, pain management, and managing of any potential complications.
Selection process goals
The TMU School of Medicine Postgraduate Medical Education Unit and the Anesthesiology 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 anesthesiology care/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 an anesthesiologist.
- 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 : 51 - 75 %
| 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 file 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
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 the discipline and has well developed goals. |
| Interest in the program | Knowledgeable about the program and TMU School of Medicine, connects with our mission, vision, values and program goals, 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 | This component will not be evaluated in the interview. |
| 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 5-year TMU Anesthesiology Program is designed to provide a comprehensive and immersive experience, ensuring our residents are well-equipped with the knowledge and skills needed to excel in the field of Anesthesiology, as highlighted below.
Foundational Knowledge and Skills:
- Intensive orientation program to introduce core anesthesiology principles.
- Hands-on training in airway management, intravenous access, and advanced life support.
- Simulation-based learning to practice anesthesia techniques in a controlled environment.
Clinical Rotations:
- Specialized rotations in critical care, pain management, and regional anesthesia.
- Rotations through the Preoperative Assessment Clinic and the Post-Anesthesia Care Unit (PACU) to understand comprehensive patient care.
Mentorship and Support:
- Dedicated faculty mentors to provide guidance and support throughout the residency.
- Regular feedback sessions to track progress and identify areas for improvement.
- Access to wellness resources to ensure a balanced and healthy residency experience.
Didactic Curriculum:
- Weekly lectures and seminars covering essential anesthesiology topics.
- Journal clubs to foster critical thinking and evidence-based practice.
- Opportunities to attend regional and national anesthesiology conferences.
Research and Innovation:
- Introduction to research methodology and opportunities to participate in ongoing projects.
- Support for residents interested in pursuing original research, including access to faculty advisors and funding resources.
- Encouragement to present research findings at conferences and in peer-reviewed journals.
Community Engagement:
- Opportunities to participate in local health fairs and school outreach programs.
- Emphasis on cultural competency and serving diverse patient populations.
Career Development:
- Workshops on professional development, including CV writing and interview skills.
- Networking events with alumni and leaders in the field of anesthesiology.
- Guidance on fellowship opportunities and career paths within anesthesiology.
Join us at TMU School of Medicine and be a part of an innovative and dynamic residency program committed to excellence in education, patient care, and research. We look forward to supporting you on your journey to becoming a skilled and compassionate anesthesiologist.
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.
Sample Rotation Schedule
Transition to Discipline
- 3 Blocks (12 weeks): General Anesthesia
Foundations of Discipline
- 1 Block (4 weeks): Emergency (Adult)
- 2 Blocks (8 weeks): General Surgery (General, ENT, Thoracic, Pediatric)
- 1 Block (4 weeks): Intensive Care Unit (ICU)
- 1 Block (4 weeks): Internal Medicine
- 1 Block (4 weeks): Obstetrics
- 1 Block (4 weeks): Pediatrics (Pediatric Emergency Room, Neonatal ICU, Pediatric ICU)
- 11 Blocks (44 weeks): Anesthesia (General, Obstetric, Pediatric Anesthesia)
- 1 Block (4 weeks): Community Anesthesia/Chronic Pain Management
- 1 Block (4 weeks): Research
Core of Discipline
- 9 Blocks (36 weeks): Anesthesia
- 1 Block (4 weeks): Post-Anesthesia Care Unit (PACU)/Anesthesia Pain Service (APS)
- 2 Blocks (8 weeks): Obstetrical Anesthesia
- 1 Block (4 week): Pediatric Anesthesia
- 2 Blocks (8 weeks): Elective
- 2 Blocks (8 weeks): ICU
- 1 Block (4 weeks): Internal Medicine
- 1 Block (4 weeks): Cardiac Anesthesia including time in Echocardiography (Echo)/Transesophageal Echocardiography lab
- 2 Blocks (4 weeks): Thoracic Anesthesia
- 2 Block (8 weeks): Neurosurgical Anesthesia
- 1 Block (4 weeks): Vascular Anesthesia
- 2 Blocks (8 weeks): Pediatric Anesthesia
- 1 Block (4 weeks): Point-of-Care Ultrasound / Echo / Anesthesia
- 1 Block (4 weeks): Non Operating (sedations, scopes, endoscopy)
- 1 Block (4 weeks): Chronic Pain
- 1 Block (4 weeks): Respirology (Bronchoscopy)
- 1 Block (4 weeks): Cardiology / Coronary Care Unit
- 1 Block (4 weeks): Hematology, Nephrology, Palliative Care (Select one)
- 1 Block (4 weeks): Regional Anesthesia
- 1 Block (4 weeks): Anesthesia - Indigenous Health
Transition to Practice
- 1 Block (4 weeks): Elective
- 1 Block (4 weeks): Anesthesia: High Risk OB
- 1 Block (4 weeks): Anesthesia: High Risk Peds
- 3 Blocks (12 weeks): Anesthesia
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, Royal College of Physicians and Surgeons of Canada, College of Physician and Surgeons of Ontario 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.
Additional Information
Accreditation and Recognition:
- The TMU Anesthesiology Residency Program is fully accredited by the Royal College of Physicians and Surgeons of Canada (RCPSC).
- Our program adheres to the highest standards of medical education, ensuring that our graduates are well-prepared for certification and practice.
Interdisciplinary Learning:
- Opportunities to collaborate with other specialties and healthcare professionals, fostering a team-based approach to patient care.
Diverse Patient Population:
- Exposure to a broad spectrum of cases due to a diverse population, enhancing clinical skills and cultural competence.
- Training in managing complex and high-acuity cases, preparing residents for any practice setting.
Innovative Teaching Methods:
- Use of advanced teaching methods, including problem-based learning, flipped classrooms, and e-learning modules.
- Continuous assessment and improvement of the curriculum based on resident feedback and educational research.
Commitment to Diversity and Inclusion:
- A supportive and inclusive environment that values diversity in all its forms.
- Active recruitment of residents from diverse backgrounds and underrepresented groups in medicine.
We invite you to apply to the TMU Anesthesiology Residency Program and become part of a forward-thinking, supportive, and excellence-driven community. Our program is dedicated to developing the next generation of leaders in anesthesiology, and we look forward to helping you achieve your professional aspirations.
Summary of changes
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