Program Contacts

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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.

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 on or after July 1, 2025, you are considered an International Medical Graduate (IMG) and may only apply through this stream.

• 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 the CMG stream instead.
  

Pre-residency Orientation Programs

All International Medical Graduates (IMG) accepted to all residency programs will be required to complete either the Pre-Residency Program (PRP) or the Pre-Residency Program for Family Medicine (PRPFM) prior to entering into a residency program. Matched International Medical Graduates (IMG) will be expected to attend these programs in Toronto, several weeks in advance of the start of their residency program. In some cases, this may result in a delay of the start date of the residency. Additional information on the PRP and PRP FM programs can be found at the following link: Touchstone Institute.

Assessment Verification Period

All IMG candidates accepted to residency training programs will be required to undergo an Assessment Verification Period (AVP). This assessment period is normally 12 weeks in length and is required by the College of Physicians and Surgeons of Ontario to obtain an educational license to enter a residency program. More information on the AVP policy can be found here.

IMGs that have failed an AVP and are reapplying through CaRMS are ineligible to apply for training in the same specialty in Ontario but may apply to a different specialty in the first and/or second iteration. For those who have withdrawn from an AVP, you are eligible for the same or another specialty. For more information, review the CaRMS Applicant Release Policy. IMGs who have withdrawn from a program prior to completion of an AVP must declare so upon application.

Please note that while every effort is made to accommodate a July 1st start date, there may be some applicants matched who cannot be accommodated for a July 1st start. This information will be communicated to the matched applicants directly from the matched program.

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Return of Service

Ontario’s International Medical Graduate (IMG) Return of Service (ROS) program is intended to improve access to physician services across Ontario, particularly in areas with limited physician supply. The IMG ROS program offers participants a postgraduate medical training position in return for a commitment to practise medicine in an eligible Ontario community. The ROS contract is between the Ministry of Health and the successful applicant, and it is the responsibility of the applicant to confirm eligibility with respect to ROS requirements of other provinces. Ontario PGME offices are not involved in this process.

The Ministry requests all ROS agreements before July 1 of the year they were matched. All agreements should be returned to the Ministry prior to the start of residency training.

More information for IMG ROS can be found here: Return of Service Program

If you have further questions, please contact the Ministry of Health at PPUProgramOfficer@ontario.ca

PLEASE NOTE: APPLICANTS ARE REQUIRED TO FULFILL A ROS COMMITMENT IN ONTARIO IMMEDIATELY UPON COMPLETION OF YOUR TRAINING.

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General Instructions

Program application language: English

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Supporting Documentation / Information

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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

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Interviews

Dates:

• January 19, 2026
• January 23, 2026
• January 26, 2026

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

Evaluation criteria :

Elective criteria

Interview process

Interview evaluation criteria :

Information gathered outside of CaRMS application

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

Ranking process

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

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Program Highlights

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.

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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.

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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.