�鶹��Ƶ

Who We Are

�鶹��Ƶ is a leading research university, advancing an inclusive and sustainable future. Our purpose—the essence of SFU—is to create and connect knowledge, learning and community for deeper understanding and meaningful impact. We are committed to fostering excellence, innovation, belonging and community in all that we do.

Help build B.C.’s new medical school from the ground up!

At �鶹��ƵStephens Family School of Medicine, we envision a medical education system where students and residents learn as part of a team in primary care and other community-level settings and with a curriculum that considers social, environmental and prevention contexts. As we establish the school in Surrey, B.C., our growing relationships with the local community and with our partners (the Fraser Health Authority, the First Nations Health Authority, and the Divisions of Family Practice) will help us to meet the diverse health needs of the communities we serve and improve access to primary care throughout the province. We seek to advance Truth and Reconciliation by embedding and equalizing Indigenous knowledge systems in our learning, research and practices while resting on a solid foundation of high-quality, accredited education and world-class research efforts that keep us oriented towards measurable socially accountable outcomes.

�鶹��Ƶ the Role

The Stephens Family School of Medicine at �鶹��Ƶ invites applications for a Targeted Skills Development (TSD) Lead. The appointment will be for a 3-year term, renewable, with an underlying clinical faculty position. The underlying clinical faculty position will be made at the appropriate rank, commensurate with appointment policy A10.07 – Clinical Faculty Appointments. To be eligible to hold the underlying clinical faculty position, candidates may be expected to be able to contribute to skills-based instruction and case-based learning, clinical supervision and/or service to the University and/or to the profession, and/or scholarly activity. This is a part-time appointment equivalent to roughly 0.2 FTE to facilitate other commitments candidates have.

The salary for the successful applicant will depend on the qualifications, rank, category of appointment, and experience of the candidate. However, a reasonable estimate of the salary range is $55,580 – $60,580 (corresponding to a 0.2 FTE).

While in this position, The TSD Lead reports to the Associate Dean, Assessment, Evaluation, and Accreditation, and works in close collaboration with the Academic Success Team.

Key Areas of Involvement

The Targeted Skills Development (TSD) Lead works directly with medical students identified as needing focused academic support, helping them close specific knowledge and skills gaps and prepare to successfully demonstrate competence. Reporting to the Associate Dean, Assessment, Evaluation and Accreditation, and sitting on the Academic Success Team (AST), the TSD Lead partners with students, learning support specialists, portfolio coaches, and course leads to develop individualized, actionable learning plans, and supports students through to successful re-assessment.

This is a 0.2 FTE position suited to an educator who combines skilled, supportive one-on-one coaching with an understanding of how learning works, and who is energized by helping individual students find their way through a specific, well-defined challenge.

The specific areas of involvement include, but are not limited to:

Direct Student Support

• Meet one-on-one with students referred through the Competency Review Group (CRG) or AST process, typically following identification of an emerging or persistent learning gap.
• Build a working relationship with each student that supports open, non-defensive engagement with feedback - the TSD Lead’s role is coaching, not assessment.

Learning Plan Development

• Refine and implement individualized learning plans in partnership with the student, translating CRG and AST findings into concrete, specific goals.
• Monitor and adjust learning plans as the student progresses, in consultation with the AST and the Assessment & Academic Success Office.

Gap Diagnosis

• Further define and localize the specific nature of a student’s knowledge or skills gap, beyond what activated the initial referral.
• Draw on assessment data (workplace-based assessments, knowledge assessments, portfolio entries) to identify precisely where a student’s understanding or challenge is surfacing.

Strategy & Intervention

• Explore and implement evidence-based learning and study strategies matched to the specific gap identified — not a generic study-skills intervention.
• Adjust the approach based on the student’s ongoing response and progress.

Support Navigation

• Identify whether additional supports are needed — wellness, accessibility, financial, peer tutoring, or other resources—beyond the scope of targeted skills development.
• Refer and coordinate the student to the appropriate resource or team member, and follow up to confirm the connection was made.

Re-Assessment Preparation

• Help the student prepare specifically for re-assessment — building readiness in the targeted competency, not general review.
• Coordinate the timing and logistics of re-assessment with the Assessment & Academic Success Office.

Team Collaboration & Reporting

• Participate in Academic Success Team meetings and contribute to case discussions for referred students.
• Report on student progress and outcomes back to the Academic Success Team (AST), and maintain documentation consistent with assessment and privacy policy.

Working Relationships

• Students - the TSD Lead’s primary working relationship, built through individualized coaching.
• Academic Success Team members - collaborating on referrals, case discussion, and coordinated support planning.
• Portfolio coaches - coordinating so a student’s targeted work complements, rather than duplicates, ongoing coaching.
• Associate Dean, AEA - the position’s direct report, for oversight, escalation, and program-level alignment.
• Competency Review Group (CRG) - indirectly, through progress reporting and shared case outcomes.

Other Duties

• Participate in relevant school committees, subcommittees, working groups, and other service activities as assigned by your supervisor.
• Attend scheduled student sessions as required.

The University may at any time modify these responsibilities and duties or assign reasonable additional or other responsibilities and duties to you. In addition, you understand that as the School of Medicine is a new endeavour for the University, your responsibilities, duties, and reporting structure will necessarily change over time.

Qualifications & Experience

Required

• Eligibility for appointment as Clinical Faculty in accordance with Policy A10.07- Clinical Faculty Appointments in the School of Medicine.
• M.D. (Doctor of Medicine) required.
• Eligibility to hold a license to practice medicine in British Columbia.
• Experience teaching or assessing learners within an MD program.
• Demonstrated understanding of competency-based medical education and programmatic assessment.
• Strong skills in coaching, feedback delivery, and one-on-one educational support.
• Ability to interpret assessment data to identify specific, actionable learning needs.
• Excellent interpersonal and communication skills, with demonstrated cultural humility and the ability to work effectively with a diverse student body.
• Ability to maintain clear, appropriate professional boundaries between a coaching relationship and an evaluative one.
• Demonstrated commitment to equity, diversity, inclusion, anti-racism, and respect for Indigenous cultural identities, values, and ways of knowing.
• Demonstrated ability to build collaborative, and trust-based relationships across differences in identity, role, perspective, and lived experience.

Additional Assets

• Prior experience with learner remediation, academic coaching, or learning support in a health professions program.
• Formal training in coaching, health professions education, or educational psychology.
• Experience developing individualized learning plans for struggling learners.

 *Credentials verification will be required.

Please apply with the following documents via e-mail to ms_academic_affairs@sfu.ca with the subject line “Application for: Targeted Skills Development (TSD) Lead”:

• Curriculum vitae
• Cover Letter – stating interest and accomplishments
• Names and contact details of three (3) references

�鶹��Ƶencourages applications from all qualified candidates; however, Canadian citizens and permanent residents will be given priority.

Applications received by November 29, 2026 end of day will be given full consideration. Screening of applications will commence on November 30, 2026 but will remain open until the position is filled.

�鶹��Ƶis an equity employer and strongly encourages applications from all qualified individuals including women, Indigenous Peoples, racialized persons, people of all sexual orientations and gender identities, persons with disabilities, and others who may contribute to the further diversification of the University.

We are committed to ensuring that the application and interview process is accessible to all applicants. If you require any assistance or accommodations, please contact ms_academic_affairs@sfu.ca.

Personal information that forms part of an application is collected under the general authority of the Freedom of Information and Protection of Privacy Act and applicable University Policies. For further details see the full Collection Notice.

Who We Are

�鶹��Ƶ is a leading research university, advancing an inclusive and sustainable future. Our purpose—the essence of SFU—is to create and connect knowledge, learning and community for deeper understanding and meaningful impact. We are committed to fostering excellence, innovation, belonging and community in all that we do.

Help build B.C.’s new medical school from the ground up!

At �鶹��ƵStephens Family School of Medicine, we envision a medical education system where students and residents learn as part of a team in primary care and other community-level settings and with a curriculum that considers social, environmental and prevention contexts. As we establish the school in Surrey, B.C., our growing relationships with the local community and with our partners (the Fraser Health Authority, the First Nations Health Authority, and the Divisions of Family Practice) will help us to meet the diverse health needs of the communities we serve and improve access to primary care throughout the province. We seek to advance Truth and Reconciliation by embedding and equalizing Indigenous knowledge systems in our learning, research and practices while resting on a solid foundation of high-quality, accredited education and world-class research efforts that keep us oriented towards measurable socially accountable outcomes.

�鶹��Ƶ the Role

The Stephens Family School of Medicine at �鶹��Ƶ invites applications for a Faculty Undergraduate Accreditation Lead (FUAL). The appointment will be for a 3-year term, renewable, with an underlying clinical faculty position. The underlying clinical faculty position will be made at the appropriate rank, commensurate with appointment policy A10.07 – Clinical Faculty Appointments. To be eligible to hold the underlying clinical faculty position, candidates may be expected to be able to contribute to skills-based instruction and case-based learning, clinical supervision and/or service to the University and/or to the profession, and/or scholarly activity. This is a part-time appointment equivalent to roughly 0.15 FTE to facilitate other commitments candidates have.

The salary for the successful applicant will depend on the qualifications, rank, category of appointment, and experience of the candidate. For candidates with an MD, a reasonable estimate of the salary range is $41,685 – $45,435 (corresponding to a 0.15 FTE). Candidates with alternate credentials with relevant experience may be considered under alternate salary models.

While in this position, the FUAL reports to the Associate Dean, Assessment, Evaluation, and Accreditation and works in close collaboration with the Associate Dean, Undergraduate Medical Education (UGME). This role also works in close collaboration with the Accreditation Team.   

Key Areas of Involvement

The Faculty Undergraduate Accreditation Lead (FUAL) provides strategic leadership and oversight for all aspects of undergraduate medical education accreditation for the MD program. This includes coordinating accreditation planning, overseeing documentation and reporting processes, and supporting the ongoing monitoring of compliance with national accreditation standards. The FUAL role is a required position at all Canadian medical schools. In this capacity, the FUAL represents �鶹��Ƶin the AFMC FUAL Network and participates in national accreditation meetings and activities. FUAL serves as an ex-officio member of the Undergraduate Program Committee (UPC) and the Continuous Quality Improvement and Innovation Committee (CQIIC), contributing to accreditation readiness and continuous quality improvement across the MD program.

The specific areas of involvement include, but are not limited to:

Oversight of the CACMS Accreditation Processes

Provides leadership for accreditation activities required by the Committee on Accreditation of Canadian Medical Schools (CACMS).

• Leads the review of accreditation standards and elements for interim and full survey visits in accordance with the CACMS accreditation cycle, with support from the Accreditation Team.
• Oversees the collection and coordination of information for the Data Collection Instrument (DCI), including assigning standards and elements to appropriate program leads.
• Conducts systematic reviews of accreditation standards and assesses program compliance, identifying areas requiring improvement.
• Coordinates mock accreditation site visits to prepare for formal reviews, including engaging internal and external reviewers as needed.
• Oversees completion and submission of the DCI to the Undergraduate Program Committee (UPC), Faculty Council, and the CACMS according to established timelines.
• Organizes preparatory meetings with relevant groups prior to site visits and supports follow-up activities, including required status reports.
• Supports planning and facilitation of activities related to the Medical School Self-Study (MSS).
• In collaboration with the Evaluation Team, supports MD students in preparing and completing the Independent Student Analysis (ISA).

Monitoring Accreditation Compliance and Providing Strategic Advice

Leads the ongoing monitoring of accreditation compliance within the MD program and provides strategic advice to program leadership.

• Monitors the MD program’s compliance with the CACMS accreditation standards and advises stakeholders on actions required to address areas not in full compliance.
• Supports the development and implementation of curriculum quality improvement initiatives related to accreditation findings.
• Chairs the Continuous Quality Improvement and Innovation Committee (CQIIC) and convenes meetings to review program changes and monitor implementation of improvement strategies.
• Serves as an ex-officio member of the Undergraduate Program Committee (UPC) and participates in meetings in accordance with its terms of reference.

National Representation and Liaison

Represents �鶹��Ƶin national accreditation activities.

• Serves as the primary institutional contact with the CACMS Secretariat.
• Participates in meetings of the AFMC Faculty Undergraduate Accreditation Lead (FUAL) Network, including sessions held during the Canadian Conference on Medical Education (CCME) and the International Conference on Academic Medicine (ICAM).
• Attends the CACMS workshops and meetings related to accreditation standards, processes, and continuous quality improvement.

Building Accreditation and Continuous Quality Improvement Capacity

Supports the development of a culture of continuous quality improvement within the MD program.

• Provides regular written reports to the Executive Committee and Faculty Council on accreditation status, risks, and recommended actions.
• Meets regularly with the Associate Dean, UGME, and the Director, UGME Administration to review accreditation compliance and improvement strategies.
• In collaboration with the Associate Dean, Assessment, Evaluation, and Accreditation, supports initiatives that promote understanding of accreditation processes across the faculty (e.g., onboarding materials, workshops, and town halls).

Other Duties

• Participate in relevant school committees, subcommittees, working groups, and other service activities as assigned by your supervisor.
• Contribute to curriculum development and delivery, learner supervision, learner assessment, or other educational activities relevant to your expertise. 

The University may at any time modify these responsibilities and duties or assign reasonable additional or other responsibilities and duties to you. In addition, you understand that as the School of Medicine is a new endeavour for the University, your responsibilities, duties, and reporting structure will necessarily change over time.

Qualifications & Experience

Required

• Eligibility for appointment as Clinical Faculty in accordance with Policy A10.07- Clinical Faculty Appointments in the School of Medicine
• Advanced degree in a relevant field (e.g., MD, or PhD, EdD in medical/clinical education, or related discipline).
• Demonstrated excellent writing and communication skills.
• Strong organizational and project management skills.
• Demonstrated commitment to equity, diversity, inclusion, anti-racism, and respect for Indigenous cultural identities, values, and ways of knowing.
• Demonstrated ability to build collaborative, and trust-based relationships across differences in identity, role, perspective, and lived experience.

Additional Assets

• Previous accreditation experience is preferred.
• Previous experience in undergraduate medical education and healthcare environments.

*Credentials verification will be required.

Please apply with the following documents via e-mail to ms_academic_affairs@sfu.ca with the subject line “Application for:  Faculty Undergraduate Accreditation Lead (FUAL)”:

• Curriculum vitae
• Cover Letter – stating interest and accomplishments
• Names and contact details of three (3) references

�鶹��Ƶencourages applications from all qualified candidates; however, Canadian citizens and permanent residents will be given priority.

Applications received by November 25, 2026 end of day will be given full consideration. Screening of applications will commence on November 26, 2026 but will remain open until the position is filled.

�鶹��Ƶis an equity employer and strongly encourages applications from all qualified individuals including women, Indigenous Peoples, racialized persons, people of all sexual orientations and gender identities, persons with disabilities, and others who may contribute to the further diversification of the University.

We are committed to ensuring that the application and interview process is accessible to all applicants. If you require any assistance or accommodations, please contact ms_academic_affairs@sfu.ca.

Personal information that forms part of an application is collected under the general authority of the Freedom of Information and Protection of Privacy Act and applicable University Policies. For further details see the full Collection Notice.

Who We Are

Help build B.C.’s new medical school from the ground up!

At �鶹��Ƶ's Stephens Family School of Medicine, we envision a medical education system where students and residents learn as part of a team in primary care and other community-level settings and with a curriculum that considers social, environmental and prevention contexts. As we establish the school in Surrey, B.C., our growing relationships with the local community and with our partners (the Fraser Health Authority, the First Nations Health Authority, and the Divisions of Family Practice) will help us to meet the diverse health needs of the communities we serve and improve access to primary care throughout the province. We seek to advance Truth and Reconciliation by embedding and equalizing Indigenous knowledge systems in our learning, research and practices while resting on a solid foundation of high-quality, accredited education and world-class research efforts that keep us oriented towards measurable socially accountable outcomes.

�鶹��Ƶ the Role 

The Stephens Family School of Medicine at �鶹��Ƶ invites applications to fill tenure-track Medical Researcher position at all ranks to drive the research mission of our new primary-care focused medical school. The mission of the School of Medicine is to advance community-based primary care through education, scholarship, innovation and service. Candidates are expected to contribute to all aspects of the School of Medicine mission and to demonstrate how their research program is in alignment with and will contribute to the scholarship and innovation components of our mission. 

This opportunity is limited to applicants who self-identify as Indigenous Persons who are First Nations, Métis and Inuit in Canada - pursuant to section 42(3) of the Code, the University received approval from the British Columbia Human Rights Commissioner to limit recruitment and hiring for various faculty positions to those who self-identify as Indigenous Persons (First Nations, Métis and Inuit) – Under Section 1 of the B.C. Human Rights Code, Indigenous Peoples meaning is as defined in the Declaration on the Rights of Indigenous Peoples Act -which further states that "Indigenous Peoples" has the same meaning as aboriginal peoples in section 35 of the Canadian constitution. Candidates are required to complete a self-identification survey as part of their application package by the deadline indicated in this job posting. By completing the survey, you will be supporting academic units in tracking potential job applicants who identify as Indigenous in keeping with the University’s intention of hiring at least 15 Indigenous faculty by 2030, to meet our obligations under SFU’s Employment Equity Policy (GP19), identify and remove systemic barriers to recruitment and hiring and enhance equity, diversity and inclusion in hiring faculty. The information will be used in conjunction with your work experience, work ability and qualifications to determine your appropriateness for this position.

We recognize the deep knowledge, lived experiences, and cultural strengths that Indigenous scholars bring to our academic community. We are committed to fostering a welcoming and respectful environment where Indigenous ways of knowing, being, and doing are valued and supported. We strive to create spaces where Indigenous scholars can thrive, lead, and shape the future of research, teaching, and community engagement. We welcome applications from Indigenous scholars who are interested in joining a collegial and collaborative environment that honors Indigenous sovereignty, supports community-engaged scholarship, and is committed to meaningful and sustained relationships with Indigenous nations and communities.

Short-listed candidates will be asked by the committee to submit a personal self-identification narrative and a letter of support from their Indigenous community to be considered for this position. We understand and acknowledge the deleterious effects of colonial and ongoing systems and structures such as residential schools, the 60s scoop and “status” cards on Indigenous (First Nation, Inuit or Métis) identity. This process is therefore intended to be interpreted in a broad understanding of Indigenous lived experiences and Indigenous community. Examples of support could include letters from urban-based organizations, respected community elders outside place-based family/Nations for those in the process of reclaiming place-based connections, and/or similar expressions of support. We acknowledge the potential emotional labour and/or (re)traumatizing impacts of sharing personal narratives in this context and encourage applicants to consider this fully in their decision-making to apply. �鶹��Ƶrecognizes and honours the title and rights of Indigenous people as stated in UNDRIP and we respect and partner with the host Indigenous Nations on which our campuses are located. We have the responsibility to illuminate the truth of Indigenous people in Canada and around the world and to begin to chart a path of Reconciliation. 

The Successful Candidate

The successful candidate is a scholar whose research program serves the vision of SFU’s innovative, primary care-focused School of Medicine, and whose work will contribute to and/or advance one or more of our foundational pillars:

• Primary Care: Person-centered, team-based and socially-accountable primary care.

• Diverse Communities: Meeting the preventative and primary care needs of diverse communities and populations. 

• Indigenous Health and Knowledge Systems: Embedding and equalizing Indigenous knowledge systems in medical education and practice and improving Indigenous health outcomes.

• Place-based learning and research: Utilizing community-based opportunities for research and learning.

• Emerging technologies: Harnessing the power of emerging technologies to enhance medical education and the delivery of care.

• Community Partnerships: Reciprocal community partnerships to advance the vision of the School of Medicine, inform its programs, and to provide value back to communities. 

Applications are welcome from candidates who come from a broad range of research modes and traditions, and who demonstrate a commitment to high-quality research across a diverse range of outlets, including academic publications, community-based projects, policy outcomes, and/or participation in advisory boards and governmental bodies. The ideal applicant should have an established publication record appropriate to their rank, alongside a strong research pipeline that demonstrates a focus on high-quality projects targeted for publication in reputable journals. Additionally, we value candidates who have experience managing inclusive and interdisciplinary research groups that integrate diverse students and colleagues, fostering an environment of collaboration and innovation. The successful candidate should demonstrate evidence of instructional effectiveness through their submission of a pedagogical statement that provides a discussion of their experience with and/or understanding of how the candidate would meet the needs of equity-deserving students. Ideal candidates have experience with instruction and developing undergraduate and graduate medical or health sciences curricula and should be prepared to assist with the School’s development of innovative and inclusive course delivery options.

We additionally invite applications from those whose scholarship is grounded in Indigenous knowledge, methodologies and/or epistemologies and whose scholarship might be distinct from Western academic traditions and/or follow ethical principles of community direction and governance.

The successful applicant will be expected to engage in innovative research, work with individuals and communities with lived/living-experience, and build relationships with external stakeholders (e.g., in health authorities or government). Other expectations include involvement and supervision of undergraduate and graduate students in the candidate’s research projects/ program, undergraduate and graduate specialized instruction and service to the School and University.

Please indicate the rank you are applying for.  

A reasonable estimate of the salary range for this role at the Assistant Professor rank is $112,490 – 141,115.

A candidate for appointment to the rank of Assistant Professor (Medical Research) will meet the following:

• Strong academic record and completion of academic or professional training as described in the position requirements.

• Clear indicators that the individual has the potential to grow in national and international stature as a scholar. 

• Clear alignment between the individual’s research program and the mission of the �鶹��ƵSchool of Medicine.

• Willingness to play an active role in service including making contributions to the School, to the broader University, or to the profession; and/or demonstrate aptitude in providing specialized instruction.

• Appointments must be supported by strong letters of reference.

Candidates with experience commensurate with higher rank may also be considered for appointment at the rank of Associate Professor. A reasonable estimate of the base salary range for this role at the Associate Professor rank is $142,855 - $168,295.   

A candidate for appointment to the rank of Associate Professor (Medical Research) will meet the following:

• Strong and sustained record of research and scholarly achievement.

• Proven track record of obtaining grants.

• Demonstrated active role in service and leadership including making contributions to their School/ Research Institution, to their broader University, or to the profession; and/or Satisfactory contributions to specialized instruction. 

• Demonstration of continued professional growth of the individual in their field(s), including recognition as an established scholar.

• Clear alignment between the individual’s research program and the mission of the �鶹��ƵSchool of Medicine.

• Assessment of individual research and scholarly contributions must be supported by reports from external referees of strong academic stature.

Candidates with experience commensurate with higher rank may also be considered for appointment at the rank of Professor. A reasonable estimate of the base salary range for this role at the Professor rank is $178,889 - $210,691.   

A candidate for appointment to the rank of Professor (Medical Research) will meet the following:

• Sustained record of excelling in research and scholarly activity.

• Demonstrated active role in service and leadership including making significant contributions to the SoM, to the broader University, or to the profession; and/or satisfactory contributions to specialized instruction.  

• Recognition as an established scholar and evidence of national or international reputation in their area of expertise. 

• Assessment of individual research and scholarly contributions must be supported by reports from external referees of high academic stature.

This position reports to the Dean (or delegate) and is expected to work in collaboration with the Associate Dean, Research in establishing and maintaining a research agenda.

Qualifications & Experience:

Required 

• PhD in Medicine, Health, Social or Biological Sciences, Education, or a relevant discipline.*

• Demonstrated program of research in an area relevant to the School’s primary care, health education scholarship and health equity-focused research mission.

• Demonstrated understanding of, engagement with, and respect for Indigenous knowledges, perspectives, cultural identities, values, and ways of knowing and being, along with experience developing reciprocal relationships with Indigenous communities. 

• Demonstrated commitment to equity, diversity, inclusion, and anti-racism. 

• Demonstrated ability to build respectful, collaborative, and trust-based relationships across differences in identity, role, perspective, and lived experience, including with academic and community partners.

• Familiarity with health care environments, with a preference for primary care environments.

Additional Assets

• Eligibility to hold a licence to practise medicine in British Columbia. 

*Credentials verification will be required.

How to Apply

To apply, applicants should provide: 

• A concise cover letter (maximum two pages) that addresses the following items: 1) reasons for applying to the position, and 2) a narrative description highlighting the relevance of the candidate’s research program to advancing the School of Medicine’s primary care and health equity focused research mission.  

• A complete up-to-date curriculum vitae that lists the candidate’s education and employment history, publications and conference presentations, funding and awards, student supervision, collaborations/partnerships, and service activities.

• A research statement (maximum two pages) that describes the candidate’s research experience, goals, and a five-year plan for their research program.

• One example of peer-reviewed published scholarly work that best represents the candidate’s research program.

• A social accountability statement (maximum one page) describing past or potential contributions to enhancing equity and social accountability within research, service, and/or instruction/pedagogy. With regards to the latter component, candidates should discuss their experience with, and/or understanding of, how the candidate would meet the needs of equity-deserving students. 

• The names, titles, and email addresses of 3 referees who are qualified to assess the candidate’s research, service, and, if possible, supervision capabilities. Referees will be contacted by �鶹��Ƶfor candidates advancing to the later stages of the selection process.

• Complete the administered by the Equity Office. While participation is voluntary, your participation aids the Search Committee in ensuring equitable employment practices as specified in the job posting. While participation is voluntary, your participation aids the Search Committee in ensuring equitable employment practices as specified in the job posting. 

• �鶹��Ƶ is committed to advancing equity, diversity and inclusion. We ask applicants to fill out the Applicant Demographic Survey (administered by the Equity Office. Candidates who do not complete the Applicant Demographic Survey will not be considered for this position. 

• Short-listed candidates will be asked by the committee to submit a personal self-identification narrative and a letter of support from their Indigenous community to be considered for this position.  

�鶹��Ƶrecognizes that alternative career paths and/or career interruptions (e.g. parental leave, leave due to illness) can impact research achievements and commits to ensuring that leaves are taken into careful consideration. Candidates are encouraged to highlight in their application how alternative paths and/or interruptions have had an impact on their career. �鶹��Ƶalso recognizes the value of mentoring and research training, outreach, professional service, and nontraditional areas of research and/or research outputs; demonstrated experience in increasing diversity in the previous institutional environment, and in curriculum, is also an asset.

Please submit applications through the following link:

Questions about the application may be e-mailed to: ms_academic_affairs@sfu.ca with the subject line “Application: Medical Research Faculty”

�鶹��Ƶencourages applications from all qualified candidates; however, Canadian citizens and permanent residents will be given priority. 

Applications received by November 19, 2026 end of day will be given full consideration. Screening of applications will commence on November 20, 2026 but will remain open until the position is filled.

�鶹��Ƶ SFU

�鶹��Ƶis an equity employer and strongly encourages applications from all qualified individuals including women, Indigenous Peoples, racialized persons, people of all sexual orientations and gender identities, persons with disabilities, and others who may contribute to the further diversification of the University. 

We are committed to ensuring that the application and interview process is accessible to all applicants. If you require any assistance or accommodations, please contact ms_academic_affairs@sfu.ca.

Personal information that forms part of an application is collected under the general authority of the Freedom of Information and Protection of Privacy Act and applicable University Policies. For further details see the full Collection Notice.

Who We Are

�鶹��Ƶ is a leading research university, advancing an inclusive and sustainable future. Our purpose—the essence of SFU—is to create and connect knowledge, learning and community for deeper understanding and meaningful impact. We are committed to fostering excellence, innovation, belonging and community in all that we do.

Help build B.C.’s new medical school from the ground up!

At �鶹��Ƶ's Stephens Family School of Medicine, we envision a medical education system where students and residents learn as part of a team in primary care and other community-level settings and with a curriculum that considers social, environmental and prevention contexts. As we establish the school in Surrey, B.C., our growing relationships with the local community and with our partners (the Fraser Health Authority, the First Nations Health Authority, and the Divisions of Family Practice) will help us to meet the diverse health needs of the communities we serve and improve access to primary care throughout the province. We seek to advance Truth and Reconciliation by embedding and equalizing Indigenous knowledge systems in our learning, research and practices while resting on a solid foundation of high-quality, accredited education and world-class research efforts that keep us oriented towards measurable socially accountable outcomes. 

 �鶹��Ƶ the Role

The �鶹��ƵStephens Family School of Medicine at �鶹��Ƶ invites applications for a Community Engaged Learning Lead. The appointment will be for a one-year term, with an underlying clinical faculty position. The underlying clinical faculty position will be made at the appropriate rank in accordance with Policy A10.07- Clinical Faculty Appointments in the School of Medicine. To be eligible to hold the underlying clinical faculty position, candidates are expected to be able to contribute skills-based instruction and case-based learning, clinical supervision and/or service to the University and/or to the profession, and/or scholarly activity related to medical education and/or medical research. This is a part-time appointment equivalent to roughly 0.4 FTE to facilitate other commitments candidates have.

The salary for the successful applicant will depend on the rank and experience of the candidate, however, a reasonable estimate of the salary range is $111,160 - $121,160, corresponding to a 0.4 FTE position. 

This position reports to the Associate Dean, Undergraduate Medical Education (AD UGME). 

Key Areas of Involvement

The Community Engaged Learning Lead is responsible for the coordination and delivery of Community Engaged Learning across the MD Program. In fulfilling this mandate, the Community Engaged Learning Lead works in close collaboration with Learning Modality (e.g., Case-Based Learning) and Theme (e.g., Anatomy) Leads, the Associate Dean, Undergraduate Medical Education, and related operations staff. The specific areas of involvement include, but are not limited to:

Strategic Leadership & Curriculum Integration

• Design and oversee the implementation of community-engaged learning (CEL) across all three years of the MD program, ensuring alignment with program competencies and milestones. 

• Integrate CEL into weekly clinical presentations and thematic content, ensuring relevance to social, environmental, and cultural determinants of health.

• Collaborate with course leads (MEDS 410, 420, 430) to embed CEL activities into course schedules, assessments, and learning outcomes.

Community Partnership Development

• Establish and maintain reciprocal partnerships with community organizations, Indigenous communities, and local leaders to co-create meaningful learning experiences. 

• Ensure CEL activities reflect community-identified priorities, strengths, and assets, and are grounded in principles of mutual benefit and respect.

• Facilitate orientation and training for community partners and preceptors involved in student learning.

Learner Experience & Support

• Collaborate with designated admin to coordinate student placements in community-based settings, including logistics, supervision, and safety considerations. 

• Support students in preparing for and reflecting on CEL experiences, including cultural safety, trauma-informed practice, and social accountability.

• Monitor student progress in CEL through workplace-based assessments, reflections, and portfolio submissions.

Assessment & Quality Improvement

• Coordinate the program of assessment for CEL with the assessment team, including evaluation of communication, professionalism, teamwork, and community engagement. 

• Contribute to the Competency Review Team (CRT) by providing input on student performance in CEL domains.

• Collect and analyze feedback from students and community partners to inform continuous improvement of CEL programming.

Equity, Reconciliation & Social Accountability

• Champion the integration of Indigenous knowledge systems and support the School’s commitments to the Truth and Reconciliation Commission’s Calls to Action. 

• Promote anti-racist, anti-oppressive, and equity-oriented practices in all aspects of CEL.

• Advocate for the role of CEL in shaping socially accountable physicians who understand the broader determinants of health.

Qualifications & Experience

Required

• Eligibility for appointment as Clinical Faculty in accordance with Policy A10.07- Clinical Faculty Appointments in the School of Medicine

• M.D. (Doctor of Medicine) degree. 

• Eligibility to hold a license to practice medicine in British Columbia. 

• Experience teaching at undergraduate level in medical/clinical education. 

• Experience with the development, management, and/or monitoring of medical education curriculum and/or programs. 

• Familiarity with undergraduate medical education and health care environments (with a preference for primary care environments). 

• Commitment to continual growth and reflective practice related to reconciliation, decolonization, equity, inclusion, accessibility, and social accountability.

• Demonstrated ability to model high ethical standards and personal integrity, acting in accordance with �鶹��ƵStephens Family School of Medicine values.

• Demonstrated ability to build collaborative, and trust-based relationships across differences in identity, role, perspective, and lived experience.

Additional Assets 

• Preference will be given to family physicians and generalist specialists.

• Knowledge of accreditation standards and guidelines for undergraduate medical education

• Master’s Degree or PhD in a field related to medical education.

*Credentials verification will be required.

How to Apply: 
Please apply with the following documents via e-mail to ms_academic_affairs@sfu.ca with the subject line “Application for: Community Engaged Learning Lead”:

• Curriculum vitae

• Cover Letter – stating interest and accomplishments

• Names and contact details of three (3) references

�鶹��Ƶencourages applications from all qualified candidates; however, Canadian citizens and permanent residents will be given priority.

Applications received by October 12, 2026 end of day will be given full consideration. Screening of applications will commence on October 13, 2026 but will remain open until the position is filled. 
 
�鶹��Ƶis an equity employer and strongly encourages applications from all qualified individuals including women, Indigenous Peoples, racialized persons, people of all sexual orientations and gender identities, persons with disabilities, and others who may contribute to the further diversification of the University. 
 
We are committed to ensuring that the application and interview process is accessible to all applicants. If you require any assistance or accommodations, please contact ms_academic_affairs@sfu.ca.

Personal information that forms part of an application is collected under the general authority of the Freedom of Information and Protection of Privacy Act and applicable University Policies. For further details see the full Collection Notice.

Who We Are

�鶹��Ƶ is a leading research university, advancing an inclusive and sustainable future. Our purpose—the essence of SFU—is to create and connect knowledge, learning and community for deeper understanding and meaningful impact. We are committed to fostering excellence, innovation, belonging and community in all that we do.

Help build B.C.’s new medical school from the ground up!

At �鶹��Ƶ's Stephens Family School of Medicine, we envision a medical education system where students and residents learn as part of a team in primary care and other community-level settings and with a curriculum that considers social, environmental and prevention contexts. As we establish the school in Surrey, B.C., our growing relationships with the local community and with our partners (the Fraser Health Authority, the First Nations Health Authority, and the Divisions of Family Practice) will help us to meet the diverse health needs of the communities we serve and improve access to primary care throughout the province. We seek to advance Truth and Reconciliation by embedding and equalizing Indigenous knowledge systems in our learning, research and practices while resting on a solid foundation of high-quality, accredited education and world-class research efforts that keep us oriented towards measurable socially accountable outcomes. 

�鶹��Ƶ the Role

The �鶹��ƵStephens Family School of Medicine at �鶹��Ƶ invites applications for a Family Medicine Assessment Lead. The appointment will be for a 3-year term, renewable, with an underlying clinical faculty position. The underlying clinical faculty position will be made at the appropriate rank in accordance with Policy A10.07- Clinical Faculty Appointments in the School of Medicine. To be eligible to hold the underlying clinical faculty position, candidates are expected to be able to contribute skills-based instruction and case-based learning, clinical supervision and/or service to the University and/or to the profession, and/or scholarly activity related to medical education and/or medical research. This is a part-time appointment equivalent to roughly 0.2 FTE to facilitate other commitments candidates have.

The salary for the successful applicant will depend on the rank and experience of the candidate, however, a reasonable estimate of the salary range is $55,580 - $60,580 (corresponding to a 0.2 FTE). 

This position reports to the Family Medicine Program Director. 

Key Areas of Involvement

The Family Medicine (FM) Assessment Lead is responsible for working with program leadership to support the design and implementation of Family Medicine assessment practices, tools and policies within the Family Medicine Residency Program. They are responsible for the supporting coordination and quality assurance of resident assessment and performance across all Family Medicine sites, to ensure standardized implementation and escalation of emerging issues to the Program Director and Associate Dean, Assessment, Evaluation & Accreditation. In addition, the FM Assessment Lead oversees, in conjunction with and under the academic oversight of the Associate Dean, Accreditation, Assessment and Evaluation, the continuous quality improvement of the program of assessment in the context of competency-based training.  

In fulfilling this mandate, the FM Assessment Lead works in close collaboration with other Family Medicine Portfolio Leads, the Program Director, the Site Director(s) and Clinical Learning Site Directors, clinical faculty, PGME program office and Assessment & Academic Success Office. The FM Assessment Lead provides discipline-specific expertise and operational leadership for Family Medicine assessment activities; however, substantive changes to the Program of Assessment, such as assessment design, standards, tools, processes, reporting requirements, or policies, requires review and approval through the appropriate PGME governance processes.

The specific areas of involvement include, but are not limited to:

•  Program-level system design, development, and quality assurance for Assessment and processes related to decisions on competence:
•  Contributes their Family Medicine expertise to the design, development, and implementation and quality assurance of the program of assessment for the Family Medicine Residency program.
•  Oversight of the Resident Assessment System through supporting implementation, monitoring and compliance in congruence with the Family Medicine program of assessment, principles of Continuous Reflective Assessment For Training, the Assessment Objectives of the College of Family Physicians of Canada and Standards for Accreditation for Residency Programs in Family Medicine (Redbook). 
•  Working with and supporting the Residency Site Director(s) to ensure implementation, monitoring and quality assurance of the established and approved assessment and evaluation processes at all sites and distributed streams of the �鶹��ƵFamily Medicine Residency Program. This includes assessment in the academic, clinical and educational contexts.
•  Act as a resource person to the Program and specifically; Resident Portfolio Coaches, Site Directors and preceptors in the area of assessment.
•  In partnership with the Program Director and Site Director(s), support sites in the work of the clinical competency committees for their site, including promoting consistency in the interpretation and use of assessment data and standards to inform progress and advancement recommendations.
•  In partnership with the Assistant Dean, Faculty Engagement and Support, and Clinical Learning Site Directors, support sites in the work of assessment of preceptors. 
•  Identify trends and escalate concerns or system-level issues to the Program Director and Associate Dean, Accreditation, Assessment & Evaluation.
• Regular participation in the following meetings/committees:
  • Family Medicine Residency Program Committee (RPC)
  • Family Medicine Clinical Competency Committee (Chair) 
  • Family Medicine Curriculum & Assessment Subcommittee
  • CFPC National Assessment Directors Meetings
  • Postgraduate Medical Education (PGME) Competence-Based Medical Education (CBME) Subcommittee if/as needed
  • Postgraduate Medical Education Committee (PGMEC) if/as required 
  • Other meetings/committees as needed 

• Design and lead program-wide retreats and faculty development as they pertain to Assessment, in alignment with the established assessment principles, standards, tools and program priorities.
• Faculty development:
  • Support the work of the Faculty Education and Support Leads. 
  • Assist in the orientation of new faculty or preceptors in the area of Assessment.
  • Acts as a resource to Site Directors in areas pertaining to resident performance and advancement.
  • Reviews assessment data to support the program-level competency committees in their work.
• Contribute to Program-wide events (e.g., orientation, retreats, CaRMS) as they relate to assessment & learner progression. 
•  Accreditation:
  • Prepares accreditation and Internal Review documents in collaboration with the Program Director, Associate Dean, Accreditation, Assessment & Evaluation, the Assessment & Academic Success Office and PGME program office.
  • Participates in the Accreditation and Internal Review visits.
  • Identifies opportunities for improvement & makes recommendations regarding changes needed to improve the assessment system to meet accreditation standards with substantive changes to assessment design, standards, tools, data definitions, reporting structures or policies requiring review and approval through the appropriate PGME assessment governance processes. 

Qualifications & Experience

Required

•  Eligibility for appointment as Clinical Faculty in accordance with Policy A10.07- Clinical Faculty Appointments in the School of Medicine
•  M.D. (Doctor of Medicine) degree and Certification from the College of Family Physicians of Canada (CFPC), in good standing*. 
•  Eligibility to hold a license to practice medicine in British Columbia.
•  Direct teaching experience with medical learners).
•  Familiarity with PGME programs (with a preference for primary care environments).
•  Commitment to continual growth and reflective practice related to reconciliation, decolonization, equity, inclusion, accessibility, and social accountability. 
•  Demonstrated ability to model high ethical standards and personal integrity, acting in accordance with �鶹��ƵStephens Family School of Medicine values.
•  Demonstrated ability to build collaborative, and trust-based relationships across differences in identity, role, perspective, and lived experience.

Additional Assets

•  Master’s degree or PhD in a field related to health or education. 
•  Experience with the development, management, and/or monitoring of medical education assessment and/or residency programs.

*Credentials verification will be required.

How to Apply: 

Please apply with the following documents via e-mail to ms_academic_affairs@sfu.ca with the subject line “Application for: Family Medicine Assessment Lead”:

•  Curriculum vitae
•  Cover Letter – stating interest and accomplishments
•  Names and contact details of three (3) references

�鶹��Ƶencourages applications from all qualified candidates; however, Canadian citizens and permanent residents will be given priority.

Applications received by October 24, 2026 end of day will be given full consideration. Screening of applications will commence on October 25, 2026 but will remain open until the position is filled. 

 �鶹��Ƶis an equity employer and strongly encourages applications from all qualified individuals including women, Indigenous Peoples, racialized persons, people of all sexual orientations and gender identities, persons with disabilities, and others who may contribute to the further diversification of the University. 
 
We are committed to ensuring that the application and interview process is accessible to all applicants. If you require any assistance or accommodations, please contact ms_academic_affairs@sfu.ca.

Personal information that forms part of an application is collected under the general authority of the Freedom of Information and Protection of Privacy Act and applicable University Policies. For further details see the full Collection Notice.

Who We Are

�鶹��Ƶ is a leading research university, advancing an inclusive and sustainable future. Our purpose—the essence of SFU—is to create and connect knowledge, learning and community for deeper understanding and meaningful impact. We are committed to fostering excellence, innovation, belonging and community in all that we do.

Help build B.C.’s new medical school from the ground up!

At �鶹��ƵStephens Family School of Medicine, we envision a medical education system where students and residents learn as part of a team in primary care and other community-level settings and with a curriculum that considers social, environmental and prevention contexts. As we establish the school in Surrey, B.C., our growing relationships with the local community and with our partners (the Fraser Health Authority, the First Nations Health Authority, and the Divisions of Family Practice) will help us to meet the diverse health needs of the communities we serve and improve access to primary care throughout the province. We seek to advance Truth and Reconciliation by embedding and equalizing Indigenous knowledge systems in our learning, research and practices while resting on a solid foundation of high-quality, accredited education and world-class research efforts that keep us oriented towards measurable socially accountable outcomes.

�鶹��Ƶ the Role

The Stephens Family School of Medicine at �鶹��Ƶ invites applications for a Anatomy/Physiology Lab Lead. The appointment will be for a 3-year term, renewable, with an underlying clinical faculty position. The underlying clinical faculty position will be made at the appropriate rank and category, commensurate with appointment policy A10.07 – Clinical Faculty Appointments. To be eligible to hold the underlying clinical faculty position, candidates may be expected to be able to contribute to skills-based instruction and case-based learning, clinical supervision and/or service to the University and/or to the profession, and/or scholarly activity. This is a part-time appointment equivalent to roughly 0.4 FTE to facilitate other commitments candidates have.

The salary for the successful applicant will depend on the qualifications, rank, category of appointment, and experience of the candidate. For candidates with an MD, a reasonable estimate of the salary range is $111,160 – $121,160 (corresponding to a 0.4FTE). Candidates with alternate credentials with relevant experience may be considered under alternate salary models.

This position reports to the Associate Dean, Undergraduate Medical Education (AD UGME).

Key Areas of Involvement

The Anatomy/Physiology Lab Lead is responsible for the design, development, and delivery of anatomy and physiology learning within the undergraduate medical education program. In fulfilling this mandate, the Anatomy/Physiology Lab Lead works in close collaboration with the Case-Based Learning (CBL) Lead, the Assistant Dean, Curriculum, the MEDS 410 Course Lead, the Anatomy/Physiology and POCUS Curriculum Lead, other instructors, and the School’s Medical Education Technologies team. The specific areas of responsibility include, but are not limited to:

• Design and deliver weekly anatomy and physiology learning activities aligned with Case-Based Learning (CBL), Clinical Skills, and Simulation sessions.
• Lead anatomy laboratory sessions and coordinate or delegate instructional responsibilities, as appropriate.
• Develop supplemental self-directed anatomy and physiology learning resources and activities.
• Provide oversight of anatomy and physiology learning, including the integration of ultrasound and other biomedical educational technologies.
• Collaborate with curriculum leaders and educational technology staff to support innovative and effective anatomy and physiology instruction.
• Provide ongoing mentorship and academic support to learners.
• Undertake such other duties as may be assigned from time to time by the Associate Dean, Undergraduate Medical Education (UGME).
• Optionally assume additional instructional and/or administrative responsibilities where a full-time equivalent workload is desired.
• Contribute to the development, review, and continuous quality improvement of anatomy and physiology curriculum and learning resources.
• Support the development and implementation of learner assessment related to anatomy and physiology.
• Work collaboratively with faculty and staff to ensure alignment of anatomy and physiology learning across the UGME curriculum.

Qualifications & Experience

Required

• Eligibility for appointment as Clinical Faculty in accordance with Policy A10.07- Clinical Faculty Appointments in the School of Medicine
• Advanced degree in a relevant field (e.g., MD, or PhD, EdD in medical/clinical education, or related discipline).
• Experience with the development, management, and/or monitoring of medical education curriculum and/or programs.
• Familiarity with undergraduate medical education, anatomy and imaging technologies, and health care environments (with preference given to applicants with experience in primary care settings).
• Demonstrated commitment to equity, diversity, inclusion, anti-racism, and respect for Indigenous cultural identities, values, and ways of knowing.
• Demonstrated ability to build collaborative, and trust-based relationships across differences in identity, role, perspective, and lived experience.

Additional Assets

• Eligibility for licensure to practise medicine in British Columbia
• Knowledge of undergraduate medical education accreditation standards and accreditation processes is an asset.
• Experience teaching point-of-care ultrasound (POCUS), or related biomedical sciences is an asset.
• Demonstrated ability to develop and deliver innovative, learner-centred educational experiences.
• Effective communication, organizational, and leadership skills.

*Credentials verification will be required.

Please apply with the following documents via e-mail to ms_academic_affairs@sfu.ca with the subject line “Application for:  Anatomy/Physiology Lab Lead”:

• Curriculum vitae
• Cover Letter – stating interest and accomplishments
• Names and contact details of three (3) references

�鶹��Ƶencourages applications from all qualified candidates; however, Canadian citizens and permanent residents will be given priority.

Applications received by October 22, 2026 end of day will be given full consideration. Screening of applications will commence on October 23, 2026 but the search will remain open until the position is filled.

�鶹��Ƶis an equity employer and strongly encourages applications from all qualified individuals including women, Indigenous Peoples, racialized persons, people of all sexual orientations and gender identities, persons with disabilities, and others who may contribute to the further diversification of the University.

We are committed to ensuring that the application and interview process is accessible to all applicants. If you require any assistance or accommodations, please contact ms_academic_affairs@sfu.ca.

Personal information that forms part of an application is collected under the general authority of the Freedom of Information and Protection of Privacy Act and applicable University Policies. For further details see the full Collection Notice.

Who We Are

�鶹��Ƶ is a leading research university, advancing an inclusive and sustainable future. Our purpose—the essence of SFU—is to create and connect knowledge, learning and community for deeper understanding and meaningful impact. We are committed to fostering excellence, innovation, belonging and community in all that we do.

Help build B.C.’s new medical school from the ground up!

At �鶹��Ƶ's Stephens Family School of Medicine, we envision a medical education system where students and residents learn as part of a team in primary care and other community-level settings and with a curriculum that considers social, environmental and prevention contexts. As we establish the school in Surrey, B.C., our growing relationships with the local community and with our partners (the Fraser Health Authority, the First Nations Health Authority, and the Divisions of Family Practice) will help us to meet the diverse health needs of the communities we serve and improve access to primary care throughout the province. We seek to advance Truth and Reconciliation by embedding and equalizing Indigenous knowledge systems in our learning, research and practices while resting on a solid foundation of high-quality, accredited education and world-class research efforts that keep us oriented towards measurable socially accountable outcomes.

�鶹��Ƶ the Role

The �鶹��ƵStephens Family School of Medicine at �鶹��Ƶ invites applications for a Family Medicine Scholarship Lead. The appointment will be for a 3-year term, renewable, with an underlying clinical faculty position. The underlying clinical faculty position will be made at the appropriate rank in accordance with Policy A10.07- Clinical Faculty Appointments in the School of Medicine. To be eligible to hold the underlying clinical faculty position, candidates are expected to be able to contribute skills-based instruction and case-based learning, clinical supervision and/or service to the University and/or to the profession, and/or scholarly activity related to medical education and/or medical research. This is a part-time appointment equivalent to roughly 0.2 FTE to facilitate other commitments candidates have.

The salary for the successful applicant will depend on the rank and experience of the candidate, however, a reasonable estimate of the salary range is $55,580 - $60,580, prorated depending on other commitments (e.g. clinical practice hours) outside of academic work.

This position reports to the Family Medicine Program Director.

Key Areas of Involvement

The Family Medicine (FM) Scholarship Lead is responsible for overseeing the coordination and quality of program scholarship requirements across all sites. In fulfilling this mandate, the FM Scholarship Lead works in close collaboration with other Family Medicine Program Leads, the Site Director(s), and the School of Medicine Research Division.

The specific areas of involvement include, but are not limited to:

• Connect/support preceptors/faculty for Scholarship activities that involve residents
• Liaise with community preceptors for practice-based QI work
• Assuring that Scholarship is being supported at every site
• Develop curriculum and resources that support effective functioning of scholarship and research processes in Family Medicine
• Communicate with Site Director(s) as required, particularly regarding new curriculum scholarship initiatives or issues regarding resident performance
• Coordinate the remediation process for Family Medicine residents who are not meeting Scholar expectations
• Help to develop and implement Family Medicine policies and processes relevant to scholarship
• Help to identify and implement faculty development opportunities that support preceptors with developing scholarship and teaching skills.
• Regular participation in the following meetings/committees:
  • Family Medicine Program Residency Committee (FM-RPC)
  • Postgraduate Medical Education Committee (PGMEC) if/as required
  • Other meetings/committees as needed
• Prepare accreditation and Internal Review documents as pertaining to the Family Medicine scholarship curriculum. Meet with accreditation teams as required
• Contribute to Family Medicine and School-wide events (e.g., orientation, scholarship events)
• Liaise with Scholarship Leaders from Family Medicine programs across the country by attending national and international conferences (e.g., FMF)

Qualifications & Experience

Required

• Eligibility for appointment as Clinical Faculty in accordance with Policy A10.07- Clinical Faculty Appointments in the School of Medicine
• M.D. (Doctor of Medicine) degree and Certification from the College of Family Physicians of Canada (CFPC), in good standing*.
• Eligibility to hold a license to practice medicine in British Columbia.
• Direct teaching experience with medical learners) / research scholar.\
• Familiarity with PGME programs (with a preference for primary care environments).
• Commitment to continual growth and reflective practice related to reconciliation, decolonization, equity, inclusion, accessibility, and social accountability.
• Demonstrated ability to model high ethical standards and personal integrity, acting in accordance with �鶹��ƵStephens Family School of Medicine values.
• Demonstrated ability to build collaborative, and trust-based relationships across differences in identity, role, perspective, and lived experience.

Additional Assets

• Master’s degree or other advanced degree in medical education, health or medical research, health education, or a related discipline.
• Experience with the development, management, and/or monitoring of quality improvement or scholarly work in clinical practice settings.
• PQI Level 3 is preferred

*Credentials verification will be required.

How to Apply:

Please apply with the following documents via e-mail to ms_academic_affairs@sfu.ca with the subject line “Application for: Family Medicine Scholarship Lead”:

• Curriculum vitae
• Cover Letter – stating interest and accomplishments
• Names and contact details of three (3) references

�鶹��Ƶencourages applications from all qualified candidates; however, Canadian citizens and permanent residents will be given priority.

Applications received by October 12, 2026 end of day will be given full consideration. Screening of applications will commence on October 13, 2026 but will remain open until the position is filled.

�鶹��Ƶis an equity employer and strongly encourages applications from all qualified individuals including women, Indigenous Peoples, racialized persons, people of all sexual orientations and gender identities, persons with disabilities, and others who may contribute to the further diversification of the University.

We are committed to ensuring that the application and interview process is accessible to all applicants. If you require any assistance or accommodations, please contact ms_academic_affairs@sfu.ca.

Personal information that forms part of an application is collected under the general authority of the Freedom of Information and Protection of Privacy Act and applicable University Policies. For further details see the full Collection Notice.

Who We Are

�鶹��Ƶ is a leading research university, advancing an inclusive and sustainable future. Our purpose—the essence of SFU—is to create and connect knowledge, learning and community for deeper understanding and meaningful impact. We are committed to fostering excellence, innovation, belonging and community in all that we do.

Help build B.C.’s new medical school from the ground up!

At �鶹��Ƶ's Stephens Family School of Medicine, we envision a medical education system where students and residents learn as part of a team in primary care and other community-level settings, in patient-centered environments, and with a curriculum that considers social, environmental and prevention contexts. As we establish the school in Surrey, B.C., our growing relationships with the local community, Fraser Health Authority, First Nations Health Authority, physicians and Indigenous partners will help us to meet the diverse health needs of the communities we serve and improve access to primary care throughout the province. We seek to advance reconciliation by embedding and equalizing Indigenous knowledge systems in our learning, research and practices while resting on a solid foundation of high-quality, accredited education and world-class research efforts that keep us oriented towards measurable socially accountable outcomes.

�鶹��Ƶ the Role

The Stephens Family School of Medicine at �鶹��Ƶ invites applications for Assistant Dean, Admissions. The Assistant Dean appointment will be for a 3-year term, renewable once, with an underlying faculty position. The underlying faculty position will be made in accordance with Policy A10.07 Clinical Faculty Appointments or Policy A10.08 Medical Research Faculty Appointments. 

Clinical Faculty:

To be eligible to hold the underlying faculty position as Clinical Faculty, candidates are expected to be able to contribute skills-based instruction, case-based learning, clinical supervision and/or service to the University and/or to the profession. In addition, candidates are expected to engage in scholarly activity relevant to the work of Admissions, including areas related to medical education and/or medical research. Alternative appointment arrangements (such as half-time) may also be considered to facilitate other commitments candidates may have. 

The salary for the successful applicant to the Assistant Dean, Admissions with an underlying faculty position as Clinical Faculty will depend on the rank and experience of the candidate, however, a reasonable estimate of the salary range at a 0.5 FTE is $153,950 - $166,450 (inclusive of an administrative stipend for the Assistant Dean role).

Medical Research Faculty:

To be eligible to hold the underlying faculty position as Medical Research Faculty, candidates are expected to be able to contribute research and scholarly activity in primary care, and service and/or specialized instruction in medical education or medical research. The underlying Medical Research Faculty appointment will be full-time. 

The salary for the successful applicant to the Assistant Dean, Admissions with an underlying faculty position as Medical Research Faculty will depend on the rank and experience of the candidate, however, a reasonable estimate of the salary range at 1.0FTE (inclusive of an administrative stipend for the Assistant Dean role) is as follows:

• Assistant Professor: $127,493 - $156,115 

• Associate Professor: $157,857 - $183,299

• Full Professor: $193,889 - $225,691

The Assistant Dean, Admissions for the �鶹��ƵStephens Family School of Medicine supports the School’s enrollment goals by helping build academically strong, talented, and diverse incoming classes through active student recruitment, admissions, and enrollment efforts. The Assistant Dean reports to the Associate Dean, Undergraduate Medical Education (UGME) and liaises with and supports all sectors of the educational continuum in �鶹��ƵSchool of Medicine.

Key Areas of Involvement

• The primary objective of the Assistant Dean, Admissions is to develop, review, and uphold policies and processes that ensure medical student selection is conducted rigorously and aligns with best evidence, best practices, and the priorities of the �鶹��ƵSchool of Medicine. Under the direction of the Associate Dean, UGME, the Assistant Dean provides leadership in the development and implementation of the school’s undergraduate medical education goals.

• Support the implementation and ongoing refinement of the Indigenous Admissions Stream under the leadership of the Associate Dean, Indigenous Health Stewardship.

• In collaboration with the Associate Dean, Assessment, Accreditation and Evaluation, monitor the processes and outcomes of MD program admissions and ensure ongoing compliance with CACMS accreditation standards.

• In collaboration with the Associate Dean, UGME and Associate Dean, Learners and Admission committee: develop, interpret and/or implement policies related to MD Admissions.

• Work closely with the deanery of the School of Medicine to develop admissions policies, planning and operations

• Work closely with the Dean and administrative directors of the School of Medicine to support the space, staffing, and funding needs of MD Program Admissions.

• Participate as a member of provincial and national committees involved in undergraduate medical admissions.

• Assess and adjudicate all requests for admission exceptions, requests, and deferrals in accordance with established policies and guidelines.

Liaise with �鶹��Ƶand provincial offices outside the School of Medicine to ensure alignment with and adherence to relevant policies and requirements.

• Engage with admissions leaders at other Canadian universities to promote innovation and collaboratively address issues of mutual interest and concern.

• Undertake additional duties and responsibilities as may be assigned from time to time by the Dean or the Associate Dean, UGME.

• Serve as Acting Associate Dean, UGME, during short-term absences of the Associate Dean, as required.

Qualifications & Experience:

Required:

• Eligibility for appointment as Clinical Faculty in accordance with Policy A10.07 Clinical Faculty Appointments or eligibility for appointment as Medical Research Faculty in accordance with Policy A10.08 Medical Research Faculty Appointments.

• M.D. (Clinical Faculty) or PhD (Medical Research Faculty) in a primary care field.

• Demonstrated track record of educational scholarship and strong familiarity with best evidence and leading practices in medical school admissions and selection. 

• Demonstrated ability to identify, critically evaluate, and interpret data and evidence to inform medical school admissions policies and practices.

• Demonstrated familiarity with MD admissions, the medical education landscape, and primary care clinical environments.

• Experience in medical education leadership

• Excellent knowledge and understanding of, and respect for, Indigenous cultural identities and values. 

• Commitment to continual growth and reflective practice related to reconciliation, decolonization, equity, inclusion, accessibility, and social accountability.

• Demonstrated ability to model high ethical standards and personal integrity, acting in accordance with �鶹��ƵStephens Family School of Medicine values.

• Demonstrated ability to build collaborative, and trust-based relationships across differences in identity, role, perspective, and lived experience.

Preference may be given to candidates who possess some or all of the following: 

• Eligibility to hold a license to practice medicine in British Columbia

• Knowledge of accreditation standards and guidelines for undergraduate medical education

• Experience indirect teaching of medical learners

*Credentials verification will be required.

Please apply with the following documents via e-mail to ms_academic_affairs@sfu.ca with the subject line “Application for: Assistant Dean, Admissions”:

• Curriculum vitae

• Letter of Interest/statement of accomplishments

• Names and contact information of three letters from referees

�鶹��Ƶencourages applications from all qualified candidates; however, Canadian citizens and permanent residents will be given priority.

Applications received by October 15, 2026 end of day will be given full consideration. Screening of applications will commence on October 16, 2026 but will remain open until the position is filled.

 �鶹��Ƶis an equity employer and strongly encourages applications from all qualified individuals including women, Indigenous Peoples, racialized persons, people of all sexual orientations and gender identities, persons with disabilities, and others who may contribute to the further diversification of the University.

We are committed to ensuring that the application and interview process is accessible to all applicants. If you require any assistance or accommodations, please contact ms_academic_affairs@sfu.ca.

Personal information that forms part of an application is collected under the general authority of the Freedom of Information and Protection of Privacy Act and applicable University Policies. For further details see the full Collection Notice.