Understand the shape of first year, find student-shared study resources, prepare for clinical skills and plan early for shadowing and optional programs.
Give yourself permission to settle in. Nothing on this page is required preparation for your first day.
Start with the course map and early-opportunities section, then return as each part of the curriculum becomes relevant.
Introduction to Medicine leads into CPC 1 and CPC 2. ICE, Portfolio, Health Systems and Research, MAPS and other longitudinal components run alongside the course blocks rather than replacing them.
Click a course below to see what it covers.
A broad introduction to the language and culture of medicine, foundational and social sciences, humanities and professional behaviours.
The volume increases quickly. Use this block to test study systems without assuming that someone else's routine has to become yours.
Pediatrics, dermatology, immunology, microbiology, blood, health promotion, cardiovascular and respiratory medicine.
This is a longer course made up of distinct instructional sections. Assessment dates and teaching details belong in MedSIS and Elentra.
Endocrinology, gastroenterology and genitourinary medicine, continuing the patient-centred, systems-based approach.
The year is well underway by this point. Keep clinical-skills practice steady rather than leaving it for the end.
Official Faculty sources: 2026–27 dates come from the Temerty MD Program’s Foundations Year 1 and Year 2 Important Dates 2026–2027 . The Faculty-issued document is marked “DRAFT” and “subject to change”; it remains the source distributed for these dates. Week ranges and descriptions come from the 2025–26 Faculty course descriptions in Elentra for ITM , CPC 1 and CPC 2 (UTORid sign-in may be required). Incoming students should follow later Faculty updates if the calendar changes.
These components continue across multiple blocks. Exact sessions, locations and submission dates should still be checked in MedSIS, Elentra and the current course materials.
For 2T9, Year 1 Clinical Skills ran Friday from 8:00 AM–12:00 PM, with Year 2 sessions generally on Thursday. Use MedSIS for your cohort's dates, locations and any communicated exceptions.
Career exploration, specialty exposure and the EEE requirements described later on this page. The current CAP manual and MedSIS module should lead.
A flexible two-year community-engaged learning thread. Students arrange and document CEEs with community organizations, then reflect on the learning during ICE: HC tutorials. The requirements are explained in the CEE section below.
Community, health-systems and research learning with its own activities and assessment expectations. Use the current student materials for the year-specific requirements.
Meetings and submissions are separate. Check MedSIS for meeting details and OASES for submissions.
Longitudinal teaching that appears within the Foundations schedule. The exact learning events and associated assessments are listed in the current Elentra materials.
Longitudinal-component sources: current descriptions and requirements are distributed through the Faculty’s Elentra materials, including Clinical Skills and ITM materials , the official ICE:CAP overview and the cohort-specific ICE:HC, HSR, Portfolio and MAPS materials in Elentra. The summaries above describe their role only; MedSIS and Elentra control dates, attendance and assessment requirements.
Small-group learning organized around a clinical case. Preparation and session structure vary by course, so use the current instructions in Elentra.
Switch between a typical teaching week, an ME week and a Portfolio week. These are recent-cohort illustrations, not the 2026–27 timetable. MedSIS remains the source for your actual sessions, times and locations.
A recent-cohort illustration of a regular teaching week. The exact number and placement of sessions changes across blocks.
Schedule provenance: this is a student-reported illustration based on the site maintainer’s 2T9 schedule, not a published 3T0 timetable. The 2026–27 Faculty key-dates sheet confirms the starts of ITM, CPC 1 and CPC 2, Clinical Skills and Portfolio, but it does not establish this recurring weekly layout. Use MedSIS for every confirmed session.
You still do not need to study. If an MD+ or other opportunity interests you, check its official page early because application timing varies.
See the early-opportunities guide →A CEE is community-engaged learning within ICE: Health in Community. It is separate from Friday-morning Clinical Skills and is not simply volunteering or clinical shadowing. Students learn with community organizations, connect the experience to health and community and reflect on it through ICE: HC.
The checklist below is the confirmed requirement for 2T9. Incoming cohorts should use their own current manual for any changed visit counts, dates or forms.
Students arrange their own CEEs. St. George students complete placements in Toronto or the GTA, excluding Mississauga. MAM students complete placements in Mississauga or the GTA, excluding Toronto. An exception requires advance approval from the ICE: HC Program Director.
If an opportunity is not already listed in MedSIS, send the agency and supervisor contact information to the central ICE: HC office so the placement and paperwork can be reviewed. The manual advises allowing at least three weeks.
Use the current ICE: HC manual and course announcements for deadlines, absence procedures, placement changes, forms and any make-up expectations. Contact your tutor and the central ICE: HC office early when something changes rather than relying on a previous cohort's process.
Source: ICE: HC Manual and CEE Guide – Student, revised September 2025, especially the overview and CEE requirements on pp. 4 and 17–18. This cohort document was supplied through Elentra and does not have a public Faculty URL. Open the current Elentra course materials and MedSIS instructions for your cohort.
Search notes, Anki decks, block guides and clinical-skills resources shared by U of T MD students. Treat them as a starting framework, not a substitute for current learning objectives or Faculty materials.
Multi-component note set covering pre-clerkship blocks. One of the most widely circulated note collections in recent UofT cohorts.
Open Google Drive folder Open shared resource archiveCreator listed as JLim · Cohort not confirmed · Original shared Drive folder · Last checked July 2026
Student-written notes covering first-year medical school content, organized for review across the major pre-clerkship blocks.
Open shared resource folderShared by Shak · Original cohort not confirmed · Last checked August 2026
Notes for the Introduction to Medicine block by Omar Elbardisy (2T5). Often paired with Bhadra's ITM Anki deck below.
Open Google Drive folderCreated by Omar Elbardisy · 2T5 · Original shared Drive folder · Last checked July 2026
Anki works well for some students and poorly for others. If you use it, these are U of T-specific decks students have shared. Check every deck against current course content before investing heavily in it.
Full anatomy deck covering pre-clerkship anatomy. Built by Bhadra Pandya (2T5).
Download .apkg Open shared resource archiveCreated by Bhadra Pandya · 2T5 · Original shared file · Last checked July 2026
Earlier-cohort anatomy deck by Akachukwu Nwakoby (2T4). Some students prefer this style; others prefer Bhadra's. Worth opening both before committing.
Open Google Drive folderCreated by Akachukwu Nwakoby · 2T4 · Original shared folder · Last checked July 2026
Anatomy deck covering MAPS content, shared by Sara. Another option to compare against Bhadra's and Aka's before settling on one.
Open Google Drive folderCreator listed as Sara · Full name and cohort not confirmed · Original shared folder · Last checked July 2026
Full pre-clerkship Anki coverage by block. Largest UofT-specific deck collection currently circulating.
Link distributed in cohort channels. Search "BP Years 1+2 Anki" or request via Feedback.
Open shared resource archiveCreated by Bhadra Pandya · 2T5 · Circulated in student channels · Original source link pending
Student-written guides can help explain how a course feels in practice. They still require an identified author, original source and year before they should be treated as a dependable resource.
A student-curated collection of AI tools and learning approaches for medical education. Use it alongside current Faculty materials and check generated content carefully.
Open shared resource folderShared by Yazan · Original cohort not confirmed · Last checked August 2026
This student-created guide needs its original author, source cohort and identified typos confirmed before it is republished here. Until then, use the current ICE materials in Elentra and the official Faculty pages.
Public link temporarily withheld pending attribution and content review.Creator, cohort and original source not yet confirmed · Not currently linked
The Year 1 clinical-skills OSCE is scheduled through ICE: Clinical Skills. These student resources cover physical examinations, histories and practice checklists, but station format and expectations should come from current Faculty materials.
A concise overview of common OSCE stations and structured approaches for clinical-skills review. Confirm station expectations against current ICE materials.
Open shared resource folderShared by JLee · Original cohort not confirmed · Last checked August 2026
Organized Notion workspace covering the major OSCE stations, common pitfalls, and structured approaches.
Open NotionCreator not yet confirmed · Original Notion workspace · Last checked July 2026
Long-form Google Doc covering clinical-skills approaches and practice checklists, compiled by FitzGerald Academy students. Confirm that each section still matches current teaching.
Open Google DocCompiled by FitzGerald Academy students · Individual contributors and cohort not confirmed · Original Google Doc
Compiled by 2T6 MAM students. Covers similar territory to the FitzGerald doc with a different organizational style, worth comparing.
Open PDFCompiled by 2T6 MAM students · Individual contributors not confirmed · Original PDF
A standalone site organizing ICE / clinical-skills content: physical exam approaches, history-taking templates, and structured station prep. Good for browsing by station or system rather than scrolling a long doc.
Open the siteCreator and cohort not yet confirmed · Original Google Site · Last checked July 2026
Cohort-shared Google Drive folder with assorted OSCE prep materials: station notes, rubric breakdowns, and practice cases. Use as a supplement to the FitzGerald and MAM clinical-skills documents above.
Open Google Drive folderCohort-shared collection · Original contributors not fully identified · Original Drive folder
There is no single correct study method. This section will publish short, source-confirmed reflections from students across courses, academies and study styles.
Want to add yours? Submit a short reflection through the Feedback page. Advice will be reviewed before publication and can remain anonymous.
EEEs are part of ICE: Career Advising and Preparation. They include short-term, self-initiated clinical placements used to explore specialties, practice settings and professional roles. Every clinical shadowing experience during Foundations must be logged in MedSIS in advance.
These are the categories used in the 2025–26 manual. They are not interchangeable, and only a limited number of Alt-EEE hours can count toward the requirement.
A self-directed clinical observation arranged directly with a physician supervisor in Canada.
A clinical experience sponsored by a department, division or specialty. FMLE is part of the core curriculum and does not count toward EEE hours.
Eligible activities such as informational interviews with physicians. Research does not count. The 2025–26 manual permits up to six Alt-EEE hours.
These are practical examples rather than separate official EEE categories. The experience still needs to be eligible, approved and logged.
The 2025–26 manual says students may begin organizing EEEs after academy-specific clinical-work orientation and the first ICE:CAP session.
The manual asks students to give academies at least one week for affiliated experiences. Non-TAHSN hospitals and other clinics require at least three weeks so an affiliation agreement can be checked or established.
Self-directed time, evenings, weekends and the summer between Years 1 and 2 may be used. An EEE cannot replace mandatory curricular time and must still be logged.
The 2025–26 manual limits EEEs to Canada and requires an appropriate affiliation agreement. Check the current manual before choosing a date.
Hello Dr. [Name],
My name is [Name] and I am a first-year U of T medical student interested in learning more about [specialty or setting]. I was particularly interested in your work in [specific clinical area].
Would you be open to having me shadow you for a half-day in [clinic / on the ward / in the OR] sometime in [date range]? I am happy to work around your availability and complete the required U of T and site registration steps.
Thank you for considering my request,
[Name]
EEE source: ICE: Career Advising and Preparation Student Manual 2025–2026, especially pp. 9–17 for hours, categories, MedSIS registration, supervision, timing and affiliation agreements. Public overview: ICE:CAP . All examples of clinic, ward, OR and other settings are labelled as practical student examples, not separate Faculty categories.
You do not need to add another program to have a strong medical-school experience. If one genuinely fits your goals, investigate it early because several applications open or close during the fall of Year 1. Dates below are intentionally not copied forward. Use each official program page for the current cycle.
These require more planning than an extracurricular program. Explore structure, added time, cost and application timing early.
Medicine and management training through Temerty Medicine and the Rotman School of Management.
Official overviewIntegrated clinical and graduate research training for physician-scientists. This is not ordinarily a program added after starting the MD; consult the official admissions information for eligibility.
Official admissions pageA non-thesis MSc focused on physician leadership and health-system innovation, available to medical students and other health professionals.
Official overviewA 20-month research diploma with a U of T faculty mentor, research-skills course and graduate elective.
Program detailsProfessional engineering training focused on biomedical technology, science and commercialization.
Official overviewThese may still have application windows, attendance requirements or cohort limits. Check early rather than assuming registration remains open.
An extracurricular certificate focused on global and local inequities, ethics, health systems, advocacy and social determinants of health.
Official overviewHealthcare entrepreneurship, venture development and innovation. Confirm the current application cycle on the program page.
Program detailsQuality-improvement and patient-safety training with seminars, asynchronous learning and a supervised longitudinal project.
Program detailsAn opportunity to learn with Indigenous community leaders about health, social challenges and culture. Use the current Faculty page for details.
Program detailsSummer positions may require finding a supervisor or preparing an application months in advance.
A competitive, full-time ten-week summer research program with a U of T faculty mentor.
Program detailsA separate competitive ten-week program for eligible MD students.
Program detailsFaculty contacts, projects and ways for MAM students to become involved in research.
Explore opportunitiesDifferent questions belong in different places. Start with the route below, then use the final Quick Links directory for the official pages.
The Office of Learner Affairs offers academic, clinical-skills, career, mentorship and personal supports. Its Learning Strategy and Clinical Skills Enhancement service supports study approaches, critical reasoning, reflective practice, learning in clinical settings and transitions in training.
Book an OLA appointmentThese links are intentionally last so the page ends with the places where current information lives.
Official CAP and EEE information, including current Faculty guidance.
EEE registration, documentation, site requirements and completed-hour records.
The Interprofessional Education curriculum site. Use it for current learning activities, objectives and program-specific requirements.
Academic support for study approaches, critical reasoning, reflective practice and learning in clinical settings. You can book directly through the official page.
Central UofT career-planning page for MD students, including specialty exploration, advising contacts and planning timelines.
Undergraduate medicine career services hub: advising, workshops, and CaRMS guidance run by the Temerty Faculty's UME office.
Broader career and research resource list, including opportunities that may require planning before the summer.
Student-maintained tracker of research positions open to M1s for the summer between M1 and M2. Updated annually by upper-year students.
The Quality Improvement Experiential Student Training program at MAM and Trillium Health Partners, focused on quality improvement and patient safety.
Research opportunities available to MAM students, including faculty contacts, projects and ways to become involved.
General student information hub for MAM, including campus-specific policies, resources and contacts for students at the Mississauga Academy of Medicine.