Position Summary

The Office of Medical Curriculum is seeking an experienced physician-educator to serve as the Primary Care Accelerated Track (PCAT) Director, with concurrent appointment as Director of the IMC 501 PCAT Foundations Course and Director of the IMC 700 Longitudinal Integrated Clerkship/Longitudinal Clinical Experience (LIC/LCE). This 0.5 FTE leadership role provides academic, curricular, and operational oversight for the entire three-year accelerated primary care pathway, as outlined in the approved PCAT proposal.

The PCAT Director serves as the single point of accountability for PCAT, overseeing governance, curriculum design, assessment, and continuous quality improvement across all PCAT elements, including admissions collaboration, foundational coursework, Health Sciences Scholarly Project integration, Clinical Immersions, longitudinal coaching, clinical experiences, the LIC/LCE, and transition to residency preparation. The Director ensures achievement of all competency-based outcomes and alignment with Medical Education Program Objectives (MEPOs), LCME accreditation requirements, and institutional standards.

Key Responsibilities:

• Provide academic and administrative leadership for the Primary Care Accelerated Track (PCAT).
• Serve as Chair of the PCAT Governance Committee, which reports to the Curriculum Committee (CC).
• Serve concurrently as Director of the PCAT Foundations Course, and Director of the LIC/LCE ensuring coherence across these required elements.
• Ensure integration and alignment across all PCAT curricular components, including Foundations, HSSP, Clinical Immersions, longitudinal coaching, LIC/LCE, clinical experiences and transition to residency preparation.
• Ensure that PCAT students meet all clerkship learning objectives, Required Clinical Experiences, and competency-based outcomes through longitudinal and integrated curricular structures.
• Ensure alignment with Jacobs School MEPOs, Phase-level competencies, LCME standards, and institutional policies.
• Use backward design to develop, implement, and refine PCAT learning objectives, assessments, and instructional strategies appropriate for an accelerated pathway.
• Collaborate with the Office of Accreditation and Quality Improvement (OAQI) to define, monitor, and report PCAT-specific metrics and outcomes.
• Lead continuous program evaluation and quality improvement efforts across all PCAT components.
• Coordinate with Admissions to support PCAT recruitment, selection criteria, admissions processes, and pipeline alignment.
• Collaborate with HSSP leadership, Clinical Immersions directors, and LC coaches to ensure curricular coherence and aligned expectations.
• Work with clerkship directors and clinical departments to integrate discipline-specific objectives, assessments, and experiences within the PCAT structure.
• Oversee assessment practices to ensure fairness, consistency, transparency, and comparability with the traditional four-year curriculum.
• Serve as the primary point of contact for PCAT student concerns, feedback, and academic issues.
• Maintain curricular documentation and systems (UBLearns, MedHub, curriculum maps) in collaboration with OMC and educational technology staff.

Learn more:

• Our benefits, where we prioritize your well-being and success to enhance every aspect of your life.
• Being a part of the University at Buffalo community.

Minimum Qualifications

• MD, DO, or equivalent degree.
• Board certification in Internal Medicine, Family Medicine, or Pediatrics.
• Demonstrated experience in medical education leadership and curriculum design.
• Experience teaching, supervising, and assessing medical students in clinical learning environments.
• Strong organizational, leadership, and communication skills.

Preferred Qualifications

• Experience directing or designing accelerated pathways, longitudinal curricula, or integrated medical education programs.
• Familiarity with LCME standards and requirements, curricular governance, and continuous quality improvement processes.
• Experience collaborating with admissions, assessment, quality improvement, or cross-phase curricular leadership teams.
• Experience working with longitudinal advising, coaching, or mentoring models.