The School of Medicine at York University invites highly qualified applicants for a Clinical Assistant,  Clinical Associate or Clinical Full Professor position to commence August 1, 2026. The successful  candidate will be appointed as Assistant Dean Assessment with an initial 5-year term, with the  possibility of renewal. The role is expected to require 2 to 4 days per week, with flexible scheduling  intended to complement active clinical practice. This is an open clinical faculty appointment in the  Clinical Professorial Stream, as described in the  University’s Clinical Faculty Appointments Policy.  The  successful candidate will identify a home department to be appointed (i.e., Family Medicine, Medicine, Paediatrics, Psychiatry, Obstetrics & Gynecology, Surgery, Community & Population Health & Health  Systems Transformation, Anesthesia, Medical Imaging, or Pathology, Diagnostics and Laboratory  Medicine) in the School of Medicine or a joint appointment across two departments.     Reporting to the Associate Dean, Undergraduate Medical Education (UGME), the Assistant Dean,  Assessment (AD‑Assessment) provides strategic and operational academic leadership for the design,  delivery, evaluation, and continuous improvement of learner assessment within the MD Program. The  role ensures that assessment practices across all program phases are rigorous, coherent, fair, and  aligned with the approved direction of the MD Curriculum Committee, the School’s program learning  outcomes, and national accreditation standards, including those of the Committee on Accreditation of  Canadian Medical Schools (CACMS), as well as York University and provincial quality assurance requirements. The AD‑Assessment leads program‑approved assessment modalities, oversees  standard setting, assessment data analysis and reporting, and supports learner progression,  remediation, and accommodation, while working collaboratively with faculty development leaders and School leadership to promote assessment literacy, innovation, integrity, and scholarly engagement across the distributed medical education network.    The Assistant Dean, Assessment provides strategic leadership for the planning, implementation, and continuous improvement of assessment within the MD Program, ensuring a fully integrated, programmatic, competency-based, and outcomes-driven approach across all phases of the  curriculum. The role aligns assessment strategy and outcomes with the School’s mission, Program  Learning Objectives, and the approved direction of the MD Program Curriculum Committee, while  ensuring consistency with national accreditation standards and competency frameworks. The  Assistant Dean leads the development and implementation of School-wide assessment policies and  governance processes, advises academic and governance committees on assessment outcomes and trends, and oversees the resources, infrastructure, and staffing required to deliver high-quality  assessment services.    The role directs the design, integration, and delivery of a comprehensive assessment system across  the MD Program, ensuring that assessment methods are fit-for-purpose, valid, reliable, fair, and  aligned with principles of competency-based medical education. This includes leadership of all  approved assessment modalities—written examinations, Objective Structured Clinical Examinations  (OSCEs), progress testing, workplace-based assessments, and narrative assessments—as well as  oversight of exam blueprints, standard setting, scoring frameworks, feedback tools, and assessment delivery across all courses and clinical sites. The Assistant Dean also leads the integration of  assessments within institutional digital platforms, including the development of reporting tools, dashboards, and learner portfolios to support progression decisions and learner development.    A core responsibility of the role is to establish and sustain rigorous quality assurance and continuous  quality improvement processes for assessment. Using psychometric analysis, outcomes data, learner  feedback, and accreditation findings, the Assistant Dean evaluates assessment performance,  identifies risks or gaps, and leads improvements to assessment practices and instruments. The role  ensures that assessment data are clearly organised, transparent, and defensible to support fair learner progression decisions and timely identification of learners in difficulty. In collaboration with  Learner Affairs and academic advisors, the Assistant Dean supports early intervention, remediation,  and continuous refinement of assessment processes, while ensuring compliance with institutional and national accreditation standards.    The Assistant Dean works closely with course leaders, clinical faculty, faculty development leaders,  and School leadership to ensure consistent assessment practices across the distributed learning  network and to strengthen assessment literacy among educators. The role promotes equity–driven,  inclusive, and culturally responsive assessment practices by identifying and mitigating bias,  integrating Indigenous perspectives and health competencies, and supporting fair assessment for  diverse learners. Through collaboration, reporting, and scholarly engagement, the Assistant Dean  fosters a culture of excellence, integrity, and innovation in assessment that supports learner success, program quality, and the School’s educational mission.    Candidate Qualifications:     Degree:    o Doctor of Medicine (MD) or equivalent medical degree, with eligibility for licensure to practice medicine in Ontario.     o Certification in good standing with the RCPSC or CFPC (as applicable to the candidate’s discipline) is required.    o An advanced degree or certification in medical education, assessment or related.    o Maintain an active appointment to the medical staff of an affiliated hospital or healthcare organization.    o Note: Clinical faculty are hired in their professional capacity as a member of the medical profession because they are required to apply their medical training, medical knowledge, and  medical skills in connection with the performance of their duties and responsibilities.    Scholarship:   o Engagement in scholarly activity related to medical education, assessment, or evaluation. A  track record of contributions such as presentations or publications on assessment, educational  measurement, or curriculum evaluation is an asset.    o A commitment to evidence-informed approaches in educational assessment and a willingness to contribute to research or innovation projects that advance the science of assessment and  [Text Wrapping Break]improve student learning outcomes.   o Ongoing participation in continuous professional development related to higher education  assessment and a familiarity with emerging trends and literature in medical education (e.g., programmatic assessment, learning analytics, validity and reliability in assessment). Teaching:   o Demonstrated excellence in teaching and assessing medical learners (Undergraduate Medical  Education (UGME) and/or Postgraduate Medical Education (PGME), with recognition for effective educational practice (e.g., teaching awards, strong evaluations, leadership in curriculum or  assessment activities).    o Experience providing mentorship or feedback to learners or faculty on performance and  assessment, indicating strong skills in observation, evaluation, and coaching for improvement.    o Active involvement in curriculum development or evaluation is considered an asset.   Additional: o 5 years of experience in medical education or health professions education, with significant  responsibilities in learner assessment.    o Demonstrated expertise in developing and implementing a variety of assessment methods in a medical or health training context. Experience with exam blueprinting, standard setting, OSCE  design, workplace-based assessments, Entrustable Professional Activities and the use of assessment technology and data analysis tools is highly desirable. An understanding of  psychometric analysis and the ability to interpret assessment data for decision-making is  expected.    o Familiarity with Canadian medical education accreditation standards and contemporary  competency frameworks, including the Committee on Accreditation of Canadian Medical Schools (CACMS) standards for learner assessment, and the principles of Competency-Based Medical  Education (CBME) used by the Royal College of Physicians and Surgeons of Canada (RCPSC) and  the College of Family Physicians of Canada (CFPC). Experience in aligning assessment systems  with accreditation requirements and competency frameworks is an asset.    o Experience with assessment in distributed or community-based medical education environments is an asset, including addressing the challenges of consistency and quality assurance across multiple teaching sites.    Hiring Policies:     The anticipated starting salary for this position, commensurate with qualifications and experience, is  $70,000–$90,000 for a 2 day per week commitment, $105,000–$135,000 for a 3 day per week  commitment, and $140,000–$180,000 for a 4 day per week commitment.    All York University positions are subject to budgetary approval.    Clinical faculty are hired in their professional capacity as a member of the medical profession because they are required to apply their medical training, medical knowledge, and medical skills in  connection with the performance of their duties and responsibilities. York welcomes and employs scholars from all over the world. All qualified candidatesare  encouraged to apply; however, Canadian citizens and permanent residents will be given priority.   York has a policy on Accommodation in Employment for Persons with Disabilities  and is committed to working towards a barrier-free workplace and expanding the accessibility of the workplace to  persons with disabilities. Applicants who require accommodation are invited to contact Nicole  Lewis, Manager, Office of the Dean, School of Medicine at  lewisn22@yorku.ca.     Application Process:     Due date for completed applications:  June 5, 2026.     Required materials: 1) current CV; 2) Cover letter with statement of leadership experience, vision, and strategies or initiatives to be undertaken in developing and implementing an MD learner  assessment system; 3) Copies or links to up to three relevant publications; 4) Name and full  contact details for three referees at the time of application. Only referees of short-listed candidates will be contacted.     Provide required information regarding your Canadian work status and optional self-identification for Affirmative Action purposes as part of the online application at this link:  YUWorkAA.    Direct questions about theposition to Anne-Marie Roze, HR Project Manager, at  rozeam@yorku.ca .  Submitmaterials at:  somadmin@yorku.ca.    Applicants must clearly state the role(s) for which they are applying in the subject line of the application email (e.g., Application – Assistant Dean, Assessment).    Learn More About the Faculty of Health and the School of Medicine:     The Faculty of Healthis one of Canada’s most comprehensive, with innovative programs across  four schools (Global Health, Kinesiology and Health Science, Nursing, and Health Policy &  Management) and a Department (Psychology). The  Faculty of Health Strategic Plan  outlines its  ambitions to contribute to a healthy and just 21st century world.    The Faculty of Health (FOH) is dedicated to promoting truth and reconciliation, accessibility,  equity, and inclusivity throughout its academic and research programs, campus spaces,  operations, and overall institutional culture. This commitment is a key strategic focus, with  particular emphasis on integrating the Truth and Reconciliation Commission’s Calls to Action.     York University is launching a transformative  School of Medicine  (SOM) within its Faculty of Health,  with a mission to educate clinically excellent, person-centred physicians to deliver high-quality,  community-based primary and generalist care, grounded in social accountability, interprofessional collaboration, and immersive learning. In parallel, the School advances research and discovery  that improves lives and strengthens health systems. As we establish the SOM and grow relationships with local communities, Indigenous Peoples & communities, clinical organizations  and providers to help meet the health needs of the communities we serve, we seek to advance reconciliation by embedding Indigenous ways of knowing, being, and doing in our curriculum, research, and practice.  Learn More About York:     York University generates and sharesknowledge through our research, teaching and engagement with communities around the world. The  2023-2028 Strategic Research Plan  showcases the  depth, breadth and ambition of research at York.    York’s commitments to social justice are laid out inour  Decolonizing, Equity, Diversity and   Inclusion Strategy,  the  Framework & Action Plan on Black Inclusion  and the  Indigenous   Framework for York University.     Follow the activities and accomplishments of York’s faculty,students and staff on  YFile.     First Nations peoples have lived on this part of Turtle Island for millennia, stewarding the land, the water and all that contributes to life in this region. Today, the culture and presence of First Nations, Inuit and Métis peoples enrich the lands and people of this territory. More than two  centuries ago, the Mississauga people welcomed settlers to this territory, providing sustenance and engaging in trade and commerce. Today, York University campuses are located on the Toronto Purchase Treaty No. 13 lands and territory of the Mississaugas of the Credit First Nation and the lands of the Anishinabek of the Williams Treaties First Nations. Our campuses are also situated on the traditional territories of the  Huron-Wendat and the Haudenosaunee. Treaty history is foundational, and it is our collective responsibility to honour the land, as we honour  and respect those who have gone before us, those who are here and those who have yet to come. We are grateful for the opportunity to be  learning, working and thriving on this land, and we commit to learn the truth and be active in the process of reconciliation.   

Our client, Pioneer Ridge Long-Term Care & Senior Services (Pioneer Ridge), provides long-term care based on the needs of individuals determined by medical, nursing, functional, and psychosocial assessments.  Care provided at Pioneer Ridge includes restorative, supportive, and palliative care for people who cannot live alone in their homes, and whose needs cannot be met in the community.  Operated by the Municipality of the City of Thunder Bay, Pioneer Ridge is an accredited facility with 150 long-term care beds that has transformed one of their home areas to an emotion-based model of care known as the Butterfly Approach for residents living with dementia. At Pioneer Ridge, nursing goes beyond tasks and routines – it’s about connection, comfort, and compassion.  This is a place where care is built on trust and warmth, and where every shift feels a little like coming home.  From the smell of fresh bread in the morning to the sound of laughter in the lounge, real, relationship-centered care is part of everyday life.  As part of a true community campus with long-term care, assisted living, and intergenerational programs, employees are supported by a team that leads with empathy and innovation.  We are recruiting for a Clinical Manager, responsible for the effective and efficient operation and administration of Quality Nursing Services by ensuring and promoting the provision of Resident-centered services.  Accountabilities will also include recruitment, hiring, orientation, evaluation, discipline and performance management. This role reports to the Director of Nursing and provides direct supervision to RPNs and PSWs, as well as Home Support Staff for non-medical needs of residents to support activities of daily living.  The ideal candidate will have the following:  Registered Nurse (RN) Nursing diploma/degree with a current unrestricted certificate of competence (registration in good standing) from the College of Nurses of Ontario Minimum of three years’ clinical experience working in a unionized environment Knowledge of the Ontario Fixing the Long-Term Care Act, 2021 A background in nursing management or supervisory experience in a health care setting is preferred Strong leadership skills, including the ability to lead, mentor, coach, and motivate staff and students; and the ability to provide input into employee performance Ability to communicate effectively and concisely, both orally and in writing Ability to work independently, interdependently, and participate as a contributing member of interdisciplinary teams & committees within the workplace Must be a self-starter with excellent interpersonal skills Strong analytical/critical thinking, problem solving, and decision-making skills Ability to manage time, prioritize competing tasks, plan and organize events, and accomplish goals within a fixed timeframe Ability to exercise independent judgment when dealing with confidential or sensitive issues Knowledge of long-term care and gerontology would be an asset The compensation for this exceptional career advancement opportunity to provide leadership is up to $140,849.21 annually plus benefits.  Clinical Managers may receive $5,000 after completing their first 1,820 hours and another $5,000 after completing additional 1,820 hours.  Please forward a resume in confidence to: Stan Mandarich E-mail: smandarich@medfall.com The Medfall Group

Director, Clinical Service Delivery – Strategic Leadership Opportunity at North Island Hospital - Comox Valley The Opportunity As part of Island Health's commitment to improve the health of our populations, you will work closely with the Communications and Public Relations team to ensure North Island Hospital - Comox Valley is well represented in local processes and recognized as an engaged and valued community partner. Reporting to the Executive Director, Clinical Service Delivery and working in partnership with the Medical Director, you will be responsible for the overall operational management of programs and services for North Island Hospital – Comox Valley. You will champion patient-centred care, advance patient safety initiatives, and foster staff engagement, motivation, and support, while promoting best practices across your area to achieve the outcomes identified in the Island Health Strategic Plan. You will establish the operational framework and infrastructure for program delivery and planning, and oversee the allocation and management of physical, human and financial resources, anticipating and responding to future changes that may impact service delivery. What You Will Need to Apply A level of education, training and experience equivalent to a master's degree (MA, MBA or MSN). Ten years of progressive senior management experience in health care/program management. Sound working knowledge of planning concepts related to budgetary, staffing, quality and strategic initiatives. Demonstrated ability to lead change and to build and support management teams. Please apply online:  https://islandhealth.hua.hrsmart.com/hr/ats/Posting/view/227255 About Island Health Island Health provides health and care services to more than 933,000 people across Vancouver Island, the islands in the Salish Sea and Johnstone Strait, and mainland communities north of Powell River. Our team includes more than 32,500 health care professionals, including nearly 3,200 doctors, nurse practitioners, midwives and dentists who comprise our Medical Staff. We are also supported by more than 1,500 adult and youth volunteers who contribute more than 70,000 hours of service annually, as well as 12 foundations and 19 active auxiliaries. Together, we deliver a wide range of health services across a large and geographically diverse region — including public health, primary care, home and community care, mental health and substance use services, acute hospital care and much more. North Island Hospital – Comox Valley operates on the traditional, ancestral, and unceded territory of the K’omoks First Nation. Island Health offers programs and services on the unceded and traditional territories of the Coast Salish, Nuu-chah-nulth and Kwakwaka'wakw Peoples.