Program Contacts

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Important Information

At present, the School of Medicine campus in Brampton is NOT open to the public. As such, drop-ins and individual campus tours are not available.

Accreditation Status: Accredited
The Toronto Metropolitan University School of Medicine's Pediatrics Residency Program received accreditation from the Royal College of Physicians and Surgeons of Canada in October of 2024.

Virtual Information Sessions
The TMU Pediatrics 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. Allison Bahm!

The info sessions will be approximately 45-60 minutes and will be held on the following dates:

• Monday, October 19, 2026 at 12:00 p.m. noon EST– Click here to register
• Tuesday, November 10, 2026 at 7:30 p.m. EST- Click here 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 26, 2026

Supporting documents (excluding letters of reference) that arrive after file review has opened  on  November 26, 2026

Letters of reference that arrive after the unmasking date on November 26, 2026

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Interviews

Dates:

• January 22, 2027
• February 5, 2027

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 Pediatrics Program’s mission is to graduate outstanding consultant pediatricians who exemplify the CanMEDS roles. Through a community-based approach, our goal is for graduates to confidently practice pediatrics in any setting as consultant general pediatricians while also being well-prepared to enter subspecialty pediatric training if they choose.
  
  
• We strive to equip our residents with the necessary knowledge and skills to deliver high-quality, evidence-based care with empathy and cultural competency. We aim to empower our learners to become leaders in the field with experience in research, education, advocacy and wellness.
  
  
• Our program aims to cultivate growth-oriented behaviours, fostering Pediatricians with a lifelong commitment to ongoing growth and development.  Residents will be exposed to a wide range of clinical learning environments, ensuring they gain a strong appreciation for the opportunities in Pediatrics and can access mentorship from Pediatricians with diverse career paths.
  

Selection process goals

The TMU School of Medicine Postgraduate Medical Education Unit and 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 Pediatric 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 helping shape the TMU School of Medicine and contributing to the continued success and growth of the program.
  
  
• Lived experiences that have contributed to their personal growth and desire to become a Pediatrician.
  
  
• 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 and culturally diverse communities.

Our program’s selection process goals are to identify applicants who:

1. Have demonstrated an interest and aptitude for the practice of pediatric medicine and child health
   
   
2. Possess personal qualities well-suited to a pediatrician, such as respect and compassion for others, professionalism, excellent communication and collaboration abilities, and leadership skills
   
   
3. Demonstrate growth-oriented learning attitudes and behaviours
   
   
4. Recognize the benefit of training in community and academic clinical learning environments
   
   
5. Value a hands-on approach to learning given the absence of clinical fellows at most of our training sites

Demonstration of pursuit of growth and development in the areas of medical education, advocacy, research and/or other forms of scholarly activity is considered an asset.

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   
Other : Any unprofessional or inappropriate interaction, communication, or correspondence, whether written or verbal, with program staff/administration, faculty, residents, leaders, or others involved in the learner selection process.

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Program Highlights

The Program will follow the Competence By Design model and is 4 years in length.

• Our program is novel in that it is heavily based in the community, which exposes residents to the breadth and diversity of our specialty. We also have partnerships with Tertiary Care Pediatric Hospital sites which allow for an excellent blend of community and tertiary care exposure. We are proud to be aligned with and accountable to TMU’s mission and vision of training providers who deliver culturally competent and patient-centred care and who have an interest in working in medically underserved communities.
  
  
• Our large community-based setting will provide unique opportunities for residents to access a high volume of pediatric presentations. There are no fellows in our program so there are more opportunities to work directly with staff. This  allows for close working relationships with supervisors, facilitating mentorship and abundant opportunities for supervised hands-on training in procedural skills and neonatal deliveries and resuscitations.
  
  
• We have 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.
• In response to the societal need for more general pediatricians, we are proud to train residents in learning environments that will foster confidence for transition to practice and increase awareness of the diversity of our specialty.
  
  
• Our curriculum ensures longitudinal exposure to the breadth of the specialty. For example, night float shifts in our primary sites include ER consultation, OB consultation, NICU and Pediatric inpatients, which reflects the reality for most hospitalist general pediatricians. Additionally, learners will have the opportunity to be exposed to sub-specialty clinics throughout their training to facilitate attainment of advancing learning objectives.
  
  
• We have intentionally incorporated ample opportunities for elective blocks or ‘Enrichment’ rotations designed to individualize residency training and allow learners to identify their areas for growth and development, both clinically and in the other CanMED roles.
  
  
• In line with the rest of Canada, Pediatrics transitioned to Competency-Based Medical Education (CBME) in 2021, as per the Royal College of Canada’s mandate. Our curriculum, learning opportunities, and faculty development have been designed to ensure that learners will be able to meet the expectations of CBME and be well prepared for a career as a Pediatrician.
  
  
• As a smaller program, TMU offers residents more individualized support and mentorship from supervising pediatricians and more hands-on learning opportunities. A small community of residents also fosters close relationships and a sense of belonging.
  
  
• As outlined in our program goals and selection goals, our program is committed to supporting trainees to realize their individual potentials. We aim to cultivate a learning culture that is learner-focused and assists the learner in progressive development of competencies to be the best version of the Pediatrician they can be in terms of all the CanMED roles.
  
  
• Our program fosters a growth mindset. We are committed to innovation and applying a continuous quality improvement lens to our residency program. Residents will have an important voice in program decisions, priorities and innovations. Residents will have the opportunity to contribute to the continued growth and vision of the program, helping to ensure that it remains accountable to learners, faculty, program goals, and society.

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Program Curriculum

This residency program is for 4 years.

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

Sample Rotation Schedule:

PGY1 

• Orientation- 0.5 block (2 weeks)
• Clinical Teaching Unit- 3.5 blocks (14 weeks)
• Night Shift- 2 blocks (8 weeks)
• Outpatient General Pediatrics Clinic- 1 block (4 weeks)
• Pediatric Emergency (ED)- 1 block (4 weeks)
• Neonatal Intensive Care Unit (NICU)- Level 2- 1 block (4 weeks)
• Community Comprehensive (CTU/NICU I/II)- 1 block (4 weeks)
• Longitudinal Ambulatory Subspecialty Clinic- 1 block (4 weeks)
• Pediatric Hematology/Oncology- 1 block (4 weeks)
• Elective- 1 block (4 weeks)

PGY2

• Tertiary Clinical Teaching Unit (CTU)- 1 block (4 weeks) 
• Pediatric Intensive Care Unit (PICU)- 1 block (4 weeks) 
• PICU Night Float- 0.5 block (2 weeks)
• Pediatric Psychiatry- 1 block (4 weeks)
• Outpatient General Pediatrics Clinic- 1 block (4 weeks)
• Longitudinal Ambulatory Subspecialty Clinic- 1 block (4 weeks)
• Neonatal Intensive Care Unit (NICU)- Level 2- 1 block (4 weeks)
• Developmental Pediatrics (Community Outpatient)- 0.5 block (2 weeks)
• Day Shift- 1 block (4 weeks)
• Night Shift- 1.5 blocks (6 weeks)
• Clinical Teaching Unit (CTU)- 0.5 block (2 weeks)
• Elective- 2 blocks (8 weeks)
• Scholarly Project- 0.5 block (2 weeks)
• Enrichment- 0.5 block (2 weeks)

PGY3

• Clinical Teaching Unit (CTU)- 1.5 block (6 weeks)
• Night Shift- 1.5 blocks (6 weeks)
• Neonatal Intensive Care Unit (NICU)- Level 3- 1 block (4 weeks)
• Pediatric Emergency (ED)- 1 block (4 weeks) 
• Child Maltreatment- 0.5 block (2 weeks)
• Longitudinal Ambulatory Subspecialty Clinic- 0.5 block (2 weeks)
• Pediatric Intensive Care Unit (PICU)- 1 block (4 weeks) 
• PICU Night Float- 0.5 block (2 weeks)
• Neonatal Intensive Care Unit (NICU)- Level 2- 1 block (4 weeks)
• Community Comprehensive (CTU/NICU I/II)- 1 block (4 weeks)
• Subspecialty Consults- 0.5 block (2 weeks)
• Rural/Remote- 1 block (4 weeks)
• Elective- 1 block (4 weeks)
• Enrichment- 1 block (4 weeks)

PGY4

• Tertiary Clinical Teaching Unit (CTU)- 1 block (4 weeks) 
• Neonatal Intensive Care Unit (NICU)- Level 2- 1 block (4 weeks)
• Developmental Pediatrics (Community Outpatient)- 1 block (4 weeks)
• Longitudinal Ambulatory Subspecialty Clinic- 1 block (4 weeks)
• Clinical Teaching Unit (CTU)- Junior Consultant- 1 block (4 weeks)
• Neonatal Intensive Care Unit (NICU)- Level 3- 1 block (4 weeks)
• Pediatric Psychiatry- 1 block (4 weeks)
• Night Shift- 1.5 blocks (6 weeks)
• Complex Care- 1 block (4 weeks)
• Mixed Clinics- 0.5 block (2 weeks)
• Elective- 2 blocks (8 weeks)
• Enrichment- 1 block (4 weeks)

Mixed Clinics: Ambulatory focused rotation in which the learner designs the clinic schedule based on learning needs. Designed in order to allow the learner flexibility in getting exposure across multiple clinic opportunities as opposed to focused on one particular area.

Enrichment: Learner/academic advisor co-constructed learning objectives to support pursuit of individual learning and career goals. Can be in the form of clinical experiences, professional development (e.g. formal courses) or scholarly activities.

*Scholarly Project: In addition to the 2 week block of time, residents will have 4 full days (flexible scheduling) per academic year of longitudinal time to work on their scholarly project. 

Vacation Time: as per Professional Association of Residents of Ontario (PARO) agreement. 

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 and Small Group Presentation 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

Our clinical training sites are geographically distributed across the region, and travel to various locations is an expectation of the residency program. Travel requirements will vary by rotation, with some requiring more travel than others. Access to a personal vehicle is beneficial; however, applicants should ensure they have access to any reliable means of transportation that will allow them to travel to any assigned clinical sites. Public transportation may not be available or practical for all training locations, and residents should not expect to rely exclusively on public transit to meet all program-related travel requirements.

Additional Learning Experiences may take place at other training sites within Canada through Inter-University Affiliation Agreements. These agreements are subject to change and can result in training at sites other than those listed above.